Libraries at University of Nebraska-Lincoln


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Electronic information sources are essential for PhD students in India's expanding higher education system. This cohort's gender differences in electronic information resource access, use, and choice are examined. Inclusion and diversity in digital academia need understanding how gender affects information-seeking and resource utilization. Academic equity policies are informed by qualitative thematic analysis of gender inequality. In the digital age, higher education gender equality is crucial. This study examines Indian PhD students' electronic information use by gender. Gender-related information-seeking habits and preferences are examined to find impediments and opportunities for equal access and use. Scholarship must address gender-related information access and use inequities to include women in academia and student resource access. This study examines electronic information resource use, literacy, and barriers in different male and female participants. Surveys illustrate how people choose, evaluate, and use digital information. Many of the analyzed population uses E-journals, E-databases (Research & Statistical Database), and E-databases (Abstracting & Indexing). Interestingly, resource consumption gender discrepancies were minor, indicating equitable access. Despite skill category differences, respondents were confident in their information literacy. These self-assessments demonstrate the need for information literacy training to empower users. Our study found that low computer skills, internet access, power supply instability, and information overload impede technology use. Address these issues for equitable digital resource access and use. This study suggests treating and supporting male and female users. Future study should address socio-economic and cultural resource use issues to create an inclusive and informed digital environment.