Purpose – This study investigates male and female teachers’ perceptions of information and communication technology (ICT) use in English teaching and the challenges they face in public secondary schools in Punjab, Pakistan. By identifying gendered differences, the study aims to provide actionable recommendations for policymakers and educators to promote equitable ICT integration and improve English teaching practices. While prior research has addressed general ICT challenges in education, few have examined the gender-specific experiences of English teachers in Pakistan’s public school context. This study offers novel, context-specific insights to inform gender-sensitive policy reforms and professional development initiatives, contributing to the broader discourse on digital equity in education. Design/methodology/approach – This study adopted a descriptive research design, using a quantitative approach to examine the attitudes and challenges of male and female teachers regarding the use of ICT in English language teaching. Descriptive research is particularly effective for observing phenomena as they naturally occur, providing insights into existing conditions and uncovering patterns and meanings (Siedlecki, 2020). While the study used a quantitative design, a few open-ended comments from participants were also reviewed descriptively to support the interpretation of statistical findings. However, these were not analyzed through formal qualitative methods. The study focused on analyzing teachers’ attitudes toward and challenges in ICT usage within their natural educational settings. A survey design was used due to its suitability for gathering data on attitudes, perceptions and challenges from a specific population. A structured questionnaire, adapted from established instruments, was reviewed by experts in education and ICT integration to ensure content validity and alignment with the study’s objectives (Tavakol and Wetzel, 2020). This study focuses on gender differences in ICT adoption, which are often overlooked in existing literature. It aims to uncover how gender-specific barriers and opportunities influence ICT usage in English teaching. Findings – The study found significant gender-based differences in attitudes toward ICT integration in English teaching. Female teachers were more likely to view ICT as a tool for fostering student engagement, interaction and dynamic learning environments. They were also more inclined to emphasize ICT’s role in enhancing language skills through personalized, student-centered approaches. In contrast, male teachers focused more on ICT’s practical benefits, such as time-saving and efficiency. Regarding challenges, both genders cited limited class time, lack of training and inadequate resources as major barriers. However, female teachers were more likely to report issues with insufficient training and technical support. These findings highlight the need for targeted professional development and resource allocation to support effective ICT use, especially for female teachers. Originality/value – This study provides valuable insights into gender-based differences in attitudes toward ICT use in English teaching in secondary schools. By examining both male and female teachers’ perceptions, it highlights the unique challenges they face, including time constraints, insufficient training and lack of resources. The findings underscore the importance of gender-sensitive policies and targeted interventions to enhance ICT integration in classrooms. This research contributes to the growing body of knowledge on educational technology, offering recommendations for improving professional development and institutional support to foster equitable and effective ICT use in teaching practices. © 2025 Amir Mahmood, Xiao Huang and Nadia Rehman
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