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Developing Open Education Gender-Inclusive Teaching Methods at Eswatini Higher Education Institutions
Abstract
The objective of this study was to explore how gender-inclusive teaching strategies have evolved within open education at Eswatini's higher education institutions. Three chosen tertiary institutions will be the subject of the study, which will employ a qualitative methodology and narrative inquiry as its research design. A total of 18 lecturers, six from each institution, equally representing male and female perspectives were involved. In order to guarantee that a range of perspectives are recorded, the study also comprised six students from each university, equally distributed by gender. The research used focus groups and individual interviews to discover more about lecturers' and students' experiences and opinions about contemporary teaching methods and their gender-neutrality. This study intended to help in the development of practical strategies that support inclusive learning environments in open education by identifying current challenges and areas for improvement in instructional techniques. The results will offer insightful information that can direct educational policy and practice to promote gender equity, thereby improving the quality of education for all students in Eswatini's higher education system.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 5048
Subject
Country
Eswatini
Region
Africa
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PDF
Adobe PDF, 224.66 KB
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Date
2025-09
Author
ORCID
Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)