Purpose This study examines students' perceptions of gender equity initiatives in Bangladesh's tertiary education, with a focus on science, business and vocational or technical fields. Design/methodology/approach This research employs an exploratory sequential mixed-methods design, combining qualitative insights from open-ended surveys (n = 312) with a quantitative questionnaire (n = 427) to assess support for 13 student-proposed initiatives. Braun and Clarke (2006) guided the qualitative thematic analysis, which identified key concepts, while the quantitative analysis employed chi-square tests and Pearson's R correlations to uncover field-specific trends. Findings Findings reveals a strong consensus for pedagogical reforms, such as instructor training (71.3% agreement) and inclusive classrooms (71.8%), with vocational students showing hesitance toward cultural initiatives (e.g., 38.5% for cultural events). High neutrality in areas such as mixed-gender sports (39.8%) indicates cultural barriers, highlighting the need for targeted awareness campaigns. Research limitations/implications This study's limitations include urban sampling bias and potential cultural deference that may affect neutral responses, suggesting the need for broader geographic and cultural analysis in future research. Originality/value This study offers evidence-based policy recommendations to foster inclusive academic environments, thereby contributing to Sustainable Development Goal 5 (SDG 5) for gender equality.
Taha Husain (Thu,) studied this question.
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