Gender Equality in Education: Mapping Challenges, Innovations, and Unexplored Dimensions
DOI:
https://doi.org/10.56294/mw2025781Keywords:
Gender equality, Inclusive education, STEM, Intersectionality, Educational policyAbstract
Introduction: gender equality in education was recognized as a critical pillar of social development, encompassing equal access, equitable learning outcomes, and expanded opportunities. Despite the global commitment through Sustainable Development Goals (SDGs) 4 and 5, systemic disparities persisted, particularly in low-income, rural, and conflict-affected regions. Cultural norms, curriculum biases, and structural inequalities continued to limit the participation of girls and underrepresented genders in education, especially in STEM fields. The COVID-19 pandemic further widened these gaps by intensifying barriers related to digital access, caregiving burdens, and school dropout.
Objective: this study aimed to map the challenges, innovations, and unexplored dimensions of gender equality in education by synthesizing peer-reviewed research published between 2020 and 2025. It sought to identify persistent barriers, examine effective interventions, and highlight emerging areas requiring further scholarly and policy attention.
Methods: a systematic literature review (SLR) was conducted following the PRISMA framework. Articles published between 2020 and 2025 were retrieved from Scopus, Web of Science, ERIC, and ScienceDirect. Inclusion criteria focused on studies addressing gender equality in formal education. Thematic analysis was applied to synthesize findings, which were grouped into persistent challenges, innovations and interventions, and emerging research areas.
Results: the review identified three themes: (1) persistent barriers such as entrenched gender norms, economic constraints, and STEM underrepresentation; (2) interventions including gender-sensitive teacher training, curriculum reform, and early childhood equity initiatives; and (3) emerging areas such as digital inclusion, climate-related educational risks, and intersectional inequities.
Conclusions: achieving gender equality in education required sustained, intersectional, and context-responsive approaches. Bridging policy, pedagogy, and practice was essential for building inclusive and transformative education systems.
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Copyright (c) 2025 Vanjoreeh A. Madale, Adelfa C. Silor, Angeline P. Dinoro, John Jr G. Adil, Monera A. Salic-Hairulla (Author)
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