UDL Through a Gender Lens: Differential Pathways to Sustainable Learning Skills among Secondary Students and Teachers in Pakistan

Abstract

The present study investigates gender discrimination in perception and outcomes of UDL and its effects on Sustainable Learning Skills (SLS) of secondary school teachers and students, District Swat, Pakistan. Based on the inclusive pedagogy framework and SDG-4 (Quality Education), this dissertation investigates whether male and female learners and educators experience UDL and implement UDL differently and how this plays a role in developing lifelong learning competencies like self-regulation, reflection, collaboration, and knowledge transfer. A quantitative correlational design was used and 296 teachers and 377 students were drawn using simple random sampling. Data was gathered using validated Likert-scale questionnaires based on UDL project principles: engagement, representation and action/expression and key SLS constructs. Results indicated that both teachers and students had positive perceptions of UDL, but female students (M = 4.15) and female teachers (M = 4.26) were slightly more engaged with UDL than were males. The different results also indicated that female learners had a higher sustainable learning competencies than male learners (M = 4.18 compared to M = 4.05). Independent t-tests established significant gender differences among students, while teacher differences were present and even prevalent, they did not reach statistical significance. Correlation and regression analyses showed that UDL was a strong predictor of SLS for both sexes, but the pattern of prediction was stronger among females (R² = 0.47) compared to males (R² = 0.42). This study concludes that gender-sensitive integration of UDL can help increase academic equity and encourage lifelong learning. It recommends having gender-responsive training among teachers, flexible curriculum design, and inclusive classroom practices to ensure that all learners should equally benefit from UDL.