Аңдатпа
Digital transformation has become a central element of state modernization strategies across Central Asia, while gender equality and inclusive education have been incorporated into national development agendas. Yet the extent to which women’s digital education is embedded in national digital transformation strategies remains insufficiently examined. This article argues that weak integration of women’s digital education is not simply a technical policy gap, but reflects three interrelated governance mechanisms: technocratic framing of digital transformation, institutional fragmentation between digital, education, and gender policy domains, and limited accountability for gender-responsive implementation. The study employs a comparative qualitative research design based on document analysis of national digital transformation strategies, education policy documents, gender equality frameworks, and institutional reports from Kazakhstan, Kyrgyzstan, Uzbekistan, Tajikistan, and Turkmenistan. A policy integration framework is applied to assess how women’s digital education is framed, institutionalized, and monitored within national digital governance systems. The findings show that women’s digital education appears mainly through broader narratives of digital inclusion, digital literacy, and human capital development, but rarely as a distinct policy field supported by institutional mandates, implementation instruments, or measurable indicators. The article demonstrates that inclusive digital education depends not only on formal commitments, but also on institutional coherence, monitoring capacity, and policy design capable of linking gender equality, education, and digital development within national strategies.