Public Sector Education and Gender Inequality: A Mixed-Method Study in Metropolis City of Pakistan

The Sohanjana Antibullying Intervention: Pilot Results of a Peer-Training Module in Pakistan

“…It was observed that girls' involvement in the peer-training module was less than that of boys, indicating that Pakistani culture still does not encourage girls to take a stand against bullying or participate in such interventions. According to Hinduja et al (2023), girls' education and participation in assertive activities are relatively low in patriarchal Pakistani societies due to stereotypical family roles, cultural and religious inclinations, and the portrayal of women as passive, dependent, and submissive (Islam and Asadullah 2018). Although the male-to-female ratio is almost the same (1033 males per 1000 females) (Pakistan Population 2023), girls have a much smaller role in educational activities, which is consistent with the findings of the current study.…”

“…If needed, the trainer should be accompanied by an additional person who can translate the content into the local language. According to Hinduja et al (2023), although religious teachings, such as those of Islam, promote equality between men and women, social and cultural influences have led to gender inequality and the prevalence of a strongly patriarchal society. A similar observation was made in the current study, where fewer girls than boys participated in peer training.…”

“…In order to address this issue, it is recommended that events and training be organized in line with the principles of women's rights as derived from the Qur'an and Sunnah. In addition, the researchers found that financial constraints are a significant barrier to girls' participation in educational programs, as male family members are often given preference when finances are limited (Hinduja et al 2023). To overcome these challenges, it is suggested that the state carry the costs for the training so that girls can also take part more easily.…”

Successful and Emerging Cyberbullying Prevention Programs: A Narrative Review of Seventeen Interventions Applied Worldwide

“…A review of the existing literature suggests that enhancing teacher professional development can effectively tackle behaviors that hinder or interrupt student learning, as educators require the essential abilities to handle challenging behaviors and issues related to antisocial conduct [15,22,23]. In addition, teacher-led interventions have demonstrated positive outcomes in various aspects of education, such as fostering inclusive practices, supporting children with special needs [24,25], effectively addressing challenging behaviors [23], minimizing gender discrimination, and promoting equality, among others [26]. This indicates that professional development for teachers holds immense potential not only to impact the educational environment but also to indirectly influence the community and social practices.…”