A Quantitative Study of Gendered Interactions and Spatial Perceptions in Online Higher Education in Pakistan
DOI:
https://doi.org/10.62997/psi.2025b-42083Keywords:
Gender Spaces, Online Learning, Higher Education, Gender, StudentsAbstract
This research paper has been articulated to access gender spaces in virtual learning environments in higher education in Pakistan. It has been observed that social constructionists, feminists, and gender-related researchers around the world all agree that gender is a social and cultural construct. There are only two characteristics femininity and masculinity. 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. Structural Equation Modeling (SEM) technique has been applied to measure the effects of the model. The study asserts that negotiation and contrast, gender-sensitive language, mobility restriction, and gender-inclusive have positive effects on the virtual learning environment in higher education among students. However, overall study analysis reveals that generally, absolutely, and gender-neutral spaces has also positive effects on virtual learning environments. Moreover, the audio/video material has been found to positively affect the virtual learning environment among students at the tertiary level.
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