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Gender equality is a concept that is synonymous with debates towards economic and societal advancement, as manifested through the United Nation’s Sustainable Development Goal 5. This study sets out to identify the key indicators driving gender equality in Science, Technology, Engineering, and Mathematics (STEM) education and employment in Jordan. This area is both critical and timely in light of emerging challenges facing technological advancement, progressive economies, and wider societal inclusion strategies within the professional environment. This study predominantly employs a quantitative methodology, utilising a survey to evaluate and rank a comprehensive set of indicators/challenges associated with gender equality in the published literature. Feedback is gathered from both male and female participants. The findings of this study reveal certain categories and indicators that are highly ranked compared with others, with practical aspects such as workplace conditions and professional treatment, societal norms and gender stereotypes, and professional perceptions and underlying gender bias being more predominant in Jordan. This study also revealed differing challenges facing gender equality in employment compared with the ones faced in education. This finding resonates with the historical trajectory of academic progress in STEM fields in Jordan, and its divergence emphasises the need for a nuanced exploration to advance gender equality in STEM effectively.
Sharif et al. (Fri,) studied this question.