Training is required to build the capacity of future leaders to dismantle disadvantage, influence change and strengthen diversity and inclusion across higher education institutions. The LIBRA pilot project uses a novel simulation-based approach to equip student leaders with skills to address biases and promote gender equality. Kern’s Curriculum Framework was utilised to systematically design a simulation-based gender equality training programme for students, employing a six-step approach that included problem identification, a comprehensive needs assessment using a mixed methods approach, and development of educational objectives and strategies. The LIBRA programme was piloted by 19 student leaders across two sites. The programme was evaluated by assessing participants’ pre- and post-event confidence to deploy skills and techniques which foster gender equity in post-secondary settings. Participant feedback was also collated via an online questionnaire. Students’ confidence in their ability to communicate, be actively aware and challenge gender equality matters increased post-intervention. They found the programme engaging, interesting, accessible, and relevant. Students felt comfortable participating in the training and found that the feedback provided to them was useful. The majority of students strongly agreed that simulation is a valuable approach to support the acquisition of gender equality competencies. Within the LIBRA pilot project, a simulation-based approach to tackling gender inequality was positively received by student leader participants. The LIBRA programme can be adapted for use in local contexts to create a co-operative simulated learning experience for participants. Further research is required to evaluate the impact and value of such training programmes within the context of wider Equality, Diversity and Inclusion (EDI) initiatives.
Scott et al. (Thu,) studied this question.