In order to incorporate women's perspectives more strongly, women must be equally involved in all stages of the digitisation process of university procedures. Involving women on occasion is not enough. As women are severely underrepresented in the IT sector, this is a particular challenge (see Digital Gender Gap).

The criteria by which a gender-equitable digital transformation is to be measured need to be clarified. This is the only way to ensure that a culture of gender equality can be sustainably implemented. Regular surveys on employees' experiences with digital processes/tools that particularly appeal to women play a major role in this.

The flexibility in terms of location and time made possible by digitalised work processes offers good framework conditions for the equal division of care work, but it can also promote the traditional division of roles (see gender care gap). Employees should therefore be sensitised to reflect on their organisation as a couple or family and make conscious decisions.

In many areas with a traditionally high proportion of women at universities, such as in Offices, in administrative processing or in libraries, but also in laboratories, digitisation-related requirements should be more strongly rewarded. These areas in particular were among the first to be affected by the new technical developments (BMFSFJ 2021). The opportunity for gender-equitable re-evaluations should also be utilised here (see gender pay gap).

The coronavirus pandemic has intensified the discussion about the sensible use of digital media in higher education didactics, including at face-to-face universities. This discussion should be supplemented by the interlinking of gender competence with digitalisation-related skills of teachers. Topics here include, for example, reflecting on existing gender stereotypes in relation to digital technologies; motivating students to try out digital media; the potential for discrimination and the implementation of violence protection concepts, etc. An overview of digitalisation-related gender competence in teaching is provided in the Federal Equal Opportunities Report (BMFSFJ 2019, 155). The FU Berlin's toolbox on gender and diversity competence for digital teaching offers further suggestions.

The subject of Computing Science is of particular importance in this context. Efforts to attract more female first-year students to this subject must be further intensified. However, the links between Computing Science and gender must also be given greater consideration in the course content (e.g. Gendering Mint Digital). The same applies to the handling of gender-specific issues in research projects in this field.

Digital research practices will characterise scientific work in almost all scientific disciplines in the future. In the course of processing growing amounts of data and the increasing use of artificial intelligence methods, digital expertise will become even more important. The examination of quality criteria and the establishment of standards for the description of research data as well as requirements for software in research projects will be an integral part of research practice (DFG 2020). In order to close the gender data gap quality criteria and standards must also cover gender sensitivity. Measures should also be taken to support female scientists in the qualification phase if necessary, so that they are just as well prepared for this development as their colleagues.

The targeted use of social media platforms will continue to gain in importance. Greater transparency and objectivity in network visibility will open up new opportunities for the visibility of female scientists. "The resulting shift in power away from networks and towards network communities will reshuffle the cards - with great potential for women in business and science." (Havebier 2016, 257). Programmes tailored to female scientists in the qualification phase can make a valuable contribution to closing the digital gender gap make a valuable contribution.

Due to the constant increase in the use of social media, including in the public relations work of universities, employees and students are becoming more visible to the public and therefore more vulnerable. Digital communication within the university in studies, teaching and science harbours the risk of an increase in various forms of discrimination. Existing prevention measures, counselling services and protection mechanisms, especially against sexualised discrimination, must therefore be adapted to the new challenges of the digital transformation (see BMFSFJ 2021, 199 ff; Leopoldina 2022).