AsiaNet-Pakistan Premier Editorial Content and Press Release Distribution Service
Paris, A recent report by UNESCO warns that while digital technologies can improve education, they also pose risks such as privacy invasion, distraction from learning, and cyberbullying. The report, titled “Technology on Her Terms,” highlights the detrimental effects of social media on girls’ well-being, learning, and career choices due to the amplification of gender stereotypes.
According to United Nations Educational, Scientific and Cultural Organization, algorithm-driven platforms, especially those with image-based content, tend to reinforce negative gender norms, leading to adverse effects on girls’ mental health and academic performance. Audrey Azoulay, Director-General of UNESCO, remarked, “Children’s social lives are increasingly playing out on social media. But all too often, algorithm-driven platforms amplify exposure to negative gender norms. Ethical considerations must be taken into account in the design of these platforms. Social media should not confine women and girls to roles that limit their educational and career aspirations.�
The report indicates that platforms like Instagram and TikTok, which rely on algorithmic content, can expose girls to sexual content, videos promoting unhealthy behaviors, and unrealistic body standards. The impact on girls’ self-esteem and body image is profound, affecting their mental health and overall well-being. For instance, Facebook’s own research revealed that 32% of teenage girls who felt bad about their bodies said Instagram made them feel worse.
Girls are also more prone to cyberbullying than boys. On average, across OECD countries with available data, 12% of 15-year-old girls reported being cyberbullied, compared to 8% of boys. The report also mentions a rise in AI-generated deepfakes, image-based sexual content, and self-generated sexual imagery, which exacerbates the cyberbullying issue.
The UNESCO report underscores the importance of increased investment in education, including media and information literacy, and smarter regulation of digital platforms. UNESCO’s Guidelines for the Governance of Digital Platforms, launched in November 2023, recommend policies to address these issues.
The report also explores how social media contributes to dampening girls’ aspirations in science, technology, engineering, and mathematics (STEM) fields. It notes that only 35% of tertiary STEM graduates worldwide are women, a figure that has remained unchanged for a decade. Persistent biases and negative gender stereotypes deter women from pursuing STEM careers, resulting in a gender imbalance in the technology workforce.
Only 26% of employees in data and artificial intelligence, 15% in engineering, and 12% in cloud computing jobs are women. These statistics demonstrate the urgent need to encourage more women to pursue careers in STEM and address the factors that contribute to the gender gap.
The report concludes by urging policymakers to promote role models on social media and implement policies that specifically support girls and women in STEM. Ensuring equal participation of women in the digital transformation is key to fostering inclusive and equitable technologies.