<![CDATA[Gender-based differences in students’ communication skills remain debated, particularly in digital learning environments. This study examined communication skills among male and female university students and identified similarities and differences across seven communication dimensions. A quantitative comparative design involved 38 Physics Education students at Universitas Islam Negeri Imam Bonjol Padang, comprising 19 males and 19 females, selected through quota sampling. Data were collected using a communication skills questionnaire and analyzed using descriptive statistics and an independent-samples t-test in SPSS after the assumptions of normality and homogeneity were satisfied. The results showed descriptive variations across several dimensions. Female students scored higher in using language appropriate to context and audience, listening to and respecting others’ opinions, logical and structured thinking, and multilingual communication. Male students scored higher in effective and technology-supported communication and in honesty and responsibility in conveying information, while both groups recorded equal self-confidence scores. Multilingual communication was the lowest-scoring dimension in both groups. Overall, female students achieved a mean score of 3.32, compared with 3.28 for males, a difference of only 0.04 points. The independent-samples t-test showed that this difference was not statistically significant (p = 0.763 > 0.05). These findings indicate that gender does not significantly differentiate students’ overall communication skills, although descriptive variations remain across specific dimensions. The study supports a contextual rather than inherently gender-based interpretation of communication competence and highlights the importance of inclusive learning environments and stronger pedagogical attention to multilingual communication. .]]>
