Thua, Josephine Nyambura2025-09-022025-09-022025-05https://ir-library.ku.ac.ke/handle/123456789/31360A Thesis Submitted To The School Of Law, Arts And Social Sciences In Fullfilment For The Award Of The Degree Of Doctor Of Philosophy In Gender And Development Studies Of Kenyatta University. Supervisors: 1. Pacificah Okemwa 2. Regina Mwatha 3. Francis L. MalenyaThe growth and access to Information Communication Technology (ICT), and adoption of eLearning in the Institutions of Higher Learning (ILH) has the potential of the for equitable educational advancement. However, gender disparities in access to ICT remains prevalent globally. The impact of intersection of gender with eLearning, ICT tools, Institutional policies on equity, inclusiveness and effective eLearning in not clear. This study sought to assess the gender differentials in educational advancement through e-learning in select public and private universities in Nairobi-City County. This study was guided by four objectives, namely: to establish the levels of men and women participation in eLearning, to examine the internal and external factors influencing men and women participation in eLearning; to assess the effectiveness of eLearning on men and women educational advancement; and lastly, to identify strategies that could make eLearning for educational advancement more gender responsive. The study adopted the Gender Schema and Feminist Theory approaches and employed a descriptive research design. Multistage sampling was used with purposive, stratified random and convenience sampling. A sample size of 395 students and 32 university staff respondents from 4 universities was used. Data was collected using structured questionnaires, guided interviews and document analysis. Data were analysed quantitatively and qualitatively. The study found that individual demographic factors play a role in adoption of eLearning for educational advancement. There is a relationship between levels of online participation and educational achievement. The study found gender-based disparities in eLearning effectiveness for educational advancement. Based on these findings, gender responsive strategies have been suggested to enhance educational advancement in eLearning. In conclusion, this study provides baseline data from various contributory factors such as demographic, participation, internal and external factors and effectiveness of eLearning that contribute to educational advancement. The study further concludes that equitable access to technology, gender-responsive content and pedagogy, promotion of digital literacy, flexible learning paths, mentorship and role modelling that address cultural and societal norms and a supportive learning environment are important in formulating strategies that will improve learner experience, learning environments and educational advancement to improve outcomes in university education in Kenya. The study recommends various policy actions and guidelines that are gender-responsive to enhance participation in eLearning for educational advancement in institutions of higher learning.enThesis