PurposeThis study investigates how tertiary education in Bangladesh can promote gender equality by integrating feminine writing into the academic environment. It examines feminine writing as a vehicle for empowering female students, encouraging critical thinking and challenging societal norms that perpetuate gender inequality.Design/methodology/approachThis study follows a quantitative research methodology. A cross-sectional survey was conducted among 672 students from various educational institutions across Bangladesh. Based on a research framework driven by critical pedagogy theory, the data analysis employed descriptive and inferential statistics to explore relationships among variables.FindingsThe findings indicate that 76.8% of female students engage in personal narratives and 54.9% in feminist essays, showing a significant preference for feminine writing. Female students (70.1%) exhibit greater awareness of gender issues than male students (29.9%). Arts and social sciences students show the highest engagement in gender discussions (52.7%) and are more likely to perceive supportive environments for feminine writing (65.9%). However, students in vocational fields report only 15.5% engagement in gender-related discussions and significantly lower institutional support. These disparities highlight the need for inclusive academic frameworks encouraging broader participation in gender discourse across all disciplines.Practical implicationsThe study emphasizes embedding feminine writing and gender perspectives across curricula to foster gender equality in Bangladesh’s higher education sector. To create a more supportive academic environment, policymakers and educational institutions must integrate gender-related content across all disciplines, particularly in science, business, vocational and technical fields.Originality/valueAs one of the first studies to examine the intersection of tertiary education, feminine writing and gender equality in Bangladesh, this research offers new insights into the role of higher education in fostering gender empowerment and critical engagement with societal norms. The findings contribute to a broader understanding of how academic settings can serve as transformative spaces for promoting gender equality and inclusive self-expression.
