Virtual Learning Environments and Gendered Spaces in Higher Education in Pakistan: A Quantitative Approach
DOI:
https://doi.org/10.62997/rl.2025.42066Keywords:
Gender Space, Public Space, Higher Education, Gender Dynamics, UniversityAbstract
This paper aims to examine gender spaces in virtual learning environments in higher education in Pakistan. The evolution of gender spaces in higher learning has changed over time, expressing larger shifts in society. Historically, women were either excluded from or only enabled to pursue certain limited fields of study in colleges and universities, and early institutions were frequently male-dominated. A quantitative study has been conducted, and a sample of 316 students enrolled in the BS (4 Years) social sciences program in a public sector university has been selected. A cross-sectional study has been conducted, and a structured questionnaire has been used, consisting of different sections including socio-demographic, gender spaces, and virtual learning environment. Pilot testing has been done on 30 random students, and an attitudinal scale of (dis)agreement has been used. The Structural Equation Modelling (SEM) technique has been applied to measure the effects of the model. The study analysis pointed out that gender spaces, public spaces, private spaces, and gender-neutral spaces had positively affected the virtual learning environment. Further, the primary data concluded that, conditionally, web-based platforms and assessment methods had positively favourable effects on the virtual learning environment. However, the study analysis pointed out that online assessment also had positive effects on the virtual learning environment among students at tertiary levels.
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