This study focuses on female students’ access and participation in education in Nepal, especially through Information and Communication Technologies (ICTs). Despite many efforts to improve equity in access to education in Nepal, equal opportunities to learn is still a challenge in the country, particularly concerning females and individuals from marginalized communities.

Online and distance learning has become more common in Nepal. This study explores educational access and participation in learning, especially through ICTs. In addition, this study aims to find out how female students in Nepal participate in their learning through ICTs and what issues can impact their access and participation in learning.

The study used a qualitative approach. The data was collected through six semi-structured individual interviews of representatives from Nepalese universities. In addition, one focus group interview of female students in higher education was conducted.

The results of the study show that the digital divide is still evident in education in Nepal. ICTs are used more in private schools, whereas public schools are still behind in using ICTs for learning. Several geographic, economic, and socio-cultural factors impact access and participation in learning. Socio-cultural factors are one of the most significant issues that affect females’ educational access and participation. Nepal has a cultural practice of son preference and that reflects on daughters’ opportunities to learn and get a higher education. Another factor impacting female students’ studies in higher education is marriage: household responsibilities can hinder opportunities to access and participate in learning.

In addition, the data illustrates an evident gap between the urban and rural areas of Nepal. Challenges in rural areas, such as poverty and the lack of infrastructure, generally have an impact on educational access and participation. The study suggests that raising awareness of the importance of equal rights to education is needed as well as educating females and their families about new possibilities for learning through ICTs. Furthermore, this study also calls for further studies focusing on rural areas.