Evaluating Institutional Initiatives for Gender Equality in STEM Education at Open University Malaysia

Abstract

Gender equality in Science, Technology, Engineering, and Mathematics (STEM) education continues to face persistent challenges worldwide, with women underrepresented in technical fields despite policy reforms and widening access to higher education. In Malaysia, national agendas such as the Education Blueprint 2015–2025 and the Twelfth Malaysia Plan emphasise inclusivity, yet disparities remain in enrolment, participation, and progression, particularly in engineering and information technology. Open and Distance Learning (ODL) institutions such as Open University Malaysia (OUM) are uniquely placed to address these gaps by providing flexible access for diverse groups, including women balancing study, work, and family commitments. This study employed a cross-sectional quantitative survey design to investigate OUM’s initiatives aimed at promoting gender equality in STEM and to evaluate the effectiveness of its policies, practices, and support services. A stratified random sample of 336 students across STEM programmes completed a structured Likert-scale questionnaire measuring visibility of initiatives, improvement measures, satisfaction with support services, and perceptions of discrimination. Findings revealed that over 70% of respondents recognised institutional initiatives and improvement efforts, while two-thirds expressed satisfaction with support services, though neutral and dissatisfied responses highlighted gaps in awareness and delivery. Results confirm that OUM has embedded gender equality into its agenda but uneven effectiveness persists, requiring stronger communication and implementation