JMIR Publications

ABSTRACT

The principles of gender equality are integral to the goals, targets and indicators of all stainable development goals (SDG). Higher education institutes (HEIs) can be powerful agents for promoting gender equality, diversity, and inclusion, not only in the higher education context but in society as a whole. In order to address and overcome gender inequality in the higher education environment, Acai (2019) posits that change needs to occur from day one of the student’s academic experience. To this end training is required. A preliminary literature review indicates that multiple gender equality-based training programs or initiatives for students have been designed and evaluated in second and third level education settings. Examples of educational activities undertaken include delivery of didactic teaching, participation in a face-to-face collaboration project, site visits, case studies and coaching. Yet, our initial search indicated that, to date, a comprehensive review collating the available evidence on gender equality training for third level students has not yet been carried out. Our review seeks to fill this gap and identify and explore the existing literature on gender equality training interventions for third level students, with a particular emphasis on training content, methodology and outcome evaluation. Secondly, the review seeks to construct a consensus on gender equality enabling skills and leadership skills necessary to foster gender equality. This review will form part of the LIBRA study, which aims to use simulation based education (SBE) to develop a gender equality leadership training program for student leaders in higher education.