Example of Introduction Chapter of a Thesis

Jineoloji in Education: A New Approach to Gender Equality in Progressive Educational Setting

Chapter 1: Introduction

1.0 Introduction

Jineoloji, derived from Kurdish feminist movements, presents an innovative approach to education by challenging entrenched patriarchal norms and promoting gender equality through a decolonized, community-based educational framework (Dicle, 2019). Unlike existing feminist pedagogies, Jineoloji offers a comprehensive solution that integrates gender equality with ecological sustainability and communal living, making it an essential framework for transforming both the content and structure of education systems (Duruiz, 2019). The importance of developing more equitable and progressive pedagogical approaches will be emphasized. The chapter introduces Jineoloji as a promising paradigm shift, rooted in the science of women’s liberation and drawing from feminist, decolonial, and critical theories. Key philosophies and objectives of Jineoloji will be outlined, underscoring its potential to challenge oppressive norms and empower learners. The specific research questions and objectives guiding the study will be clearly stated. Additionally, the introduction will offer a brief summary of the methodological approach employed and the significance of the research in advancing gender equality and transformative educational practices.

1.1 Research Background

Jineoloji, which is a multidisciplinary body of knowledge and science, is derived from the Kurdish word’s “jin”, which means women, and “lojî”, which means science (Dicle, 2019). What stands at the nature of Jineoloji is women’s experiences, viewpoints and achievements; hence, it is a subject that centres on women. Despite numerous efforts to achieve gender parity in education, significant challenges remain, particularly in the underrepresentation of women in STEM fields and leadership roles within educational institutions (Stromquist, 2022). Traditional gender-equality frameworks often focus on access but neglect structural inequalities rooted in curriculum design and classroom dynamics. Jineoloji, by centering women’s experiences and fostering communal knowledge production, offers an alternative that directly challenges these institutional barriers (Mehmet, 2022).

A central feature of Jineoloji it involves the attitude of appreciation and recognition of women’s past contributions. By looking at the history of society from a critical analysis perspective, Jineoloji means discovering the contributions of women that are not usually highlighted in areas such as politics, culture, and knowledge production (Kaya, 2018). The critical process of reassessment and acknowledgement is Jineoloji’s actions to correct the inequalities of the past, paving the way for a more equitable and just future (Duruiz, 2019). With Jineoloji, it becomes possible to acknowledge and reinforce these achievements, correcting the various historical injustices and empowering women to assume a more active role in social transformation processes.

Similarly, one key idea of Jineoloji is the popularity of communal living as a way of modernising communities and developing societies that are considered equal and fair. Drawing on indigenous practices and traditions as a source of inspiration, Jineoloji highlights the role of collective decision-making, mutual help, and solidarity in human society (Azeez, 2023). Through the encouragement of communal living, Jineoloji seeks to break down the individualistic thought systems that often create inequalities and division among people (Al-Ali and Käser, 2022). However, it contrasts with this by envisioning a community in which seeing each other and supporting each other becomes paramount, thus resulting in societal ties and harmony.

Jineoloji not only pays attention to women’s equality and community-based living but also centres on ecological sustainability. Realising the commonness of everything that lives and the environment in the world, Jineoloji chooses a collective understanding of the world and the environment (Kaya, 2018). This is achieved through the demonstration of sustainable practices that take into consideration lifestyles and resources that are used. Ultimately, Jineoloji provides a revolutionary framework that creates an understanding of changing and reprocessing political, social and educational systems (Çağlayan and Çağlayan, 2020). According to Guneser (2021), ecological principles are included in the Jineoloji framework, and its major aim is to solve the urgent environmental issues triggered by climate change directly or indirectly. By focusing on women’s modes of existence and epistemology, questioning patriarchy, the cohabitation mode, and green-sensitive ways of thinking, Jineoloji outlines the map for a fairer and more equal social structure. Thus, through Jineoloji epistemological principles and practices, it posits an anti-capitalist future, and offers an invitation for all people to step out of the capitalist framework and to practice solidarity, equality for all women and care for the environment. The demand for the application of gender equity in the education systems has immensely risen, this is because more policies are being developed in order to ensure that female students along with the feminine gender in general, are well represented among the student body and within the faculty and education administration.

1.1.1 Overview of Gender Equality in Education

Realising gender equality in education has been a challenging, complex and transformative process from the global perspective. Several attempts have been made in the past to increase education for children, especially girls and women and in extension, education opportunity increases (Stromquist, 2022). Nevertheless, the existing disparities, which are polarised across all domains of education, including admission, retention and academic success, persist despite these laudable efforts (Sigurdardottir and Halldorsdottir, 2021). These persistent inequalities demonstrate that the struggle for gender parity in education consists of complicated problems. However, the existing gaps in enrolment, dropout and academic achievement that are polarised in all sectors of education, stay a laudable effort (Sigurdardottir and Halldorsdottir, 2021). Such perpetual disparities show that the fight for female education equality is not for simple challenges.

The complex roots of these social gaps are perpetuated and compounded by underlying social structures. This often leads to the constraining of education aspirations of girls and women (Dele-Ajayi et al., 2020). The stereotypes upon which society has been built continue to form the basis from which gender roles or capabilities of girls or women are perceived (Tabassum and Nayak, 2021). Also, like this, the deep-rooted cultural norms around gender roles and expectations affect the education of both males and females, giving a higher priority to the education of the male child over the female as the traditional familial and societal expectations dictate (Kutuk, 2023). Infrastructural challenges, including diminished access to schools, absence of necessary facilities, and discriminatory policies, are the main structural factors which continuously hamper gender equality, more notably in resource-constrained regions.

These gaps in social relations are embedded and reinforced in their more fundamental social relations. This usually results to the limitation on education choices of girls and women (Dele-Ajayi et al., 2020). Society has always relied on these stereotyped basics from which gender roles or capability of a girl or women is judged (Tabassum and Nayak, 2021). Also, like this, the deeply ingrained cultures in gender specifics influence the learning process and knowledge acquisition of both, males and females, and the education of the male child is valued over the female, based on the traditional male-headed familial and societal roles (Kutuk, 2023). Erasure of physical structures, lack of facilities and resources of schools; exclusionary policies are some of the structural factors that perpetually undermine gender equity especially in developing countries.

The implementation of a complex approach is needed that calls for going beyond surface solutions to address such rampant issues (Dele-Ajayi et al., 2020). It requires collective action to push ahead and change stereotyped culture, discrimination practices and workplace creation that allows financial equity, diversity and women empowerment (Vandzura, 2021). Through the recognition of the multifarious nature of gender inequalities in education and targeted intervention programs that engage in the root causes, memberships of a society can move a step closer to the goal of the basic human right to education for all, regardless of gender.

The implementation of a complex approach is needed that calls for going beyond surface solutions to address such rampant issues (Dele-Ajayi et al., 2020). There, it takes effort cohesion to step forward and shift stereotyped culture, discriminative actions, and the provision of employment opportunity that gives financial parity and diversity, as well as women’s emancipation (Vandzura, 2021). When members of a society acknowledge the complex relationships of gender inequity in education and address them through the IEs & targeted programs, that get to the sources, the goal of basic human right to education for all gender can be achieved.

Impeding gender equality in education is among the major problems, which has its roots in gender stereotypes deeply rooted in the educational systems worldwide. These biases tend to define societal perception of gender role appropriateness and the skills that women possess, and hence, influence the extent to which women are equal in education (World Bank, 2018). Consequently, common stereotypes have a tendency to steer women from those sectors that are associated with masculine characteristics, such as science, technology, engineering and mathematics (STEM), with little appreciation or credit for their work in areas that have been deemed characteristic of females, for example, arts and humanities (Dele-Ajayi et al., 2020). Accordingly, males are exposed to a similar pressure to fit into what society has imagined as the stereotypical traits of boys, which mainly condones them to enjoy subjects that are deemed “masculine” or not emotional and introverted like girls.

Preventing the fulfillment of gender parity in education is among the significant issues; it’s caused by gender stereotyping that is endemic to education structures globally. These biases usually determine what is considered appropriate for women in the society and the kind of skills that women possess which determines the level of parity within education (World Bank, 2018). As such, usual perceptions which portray women as weak and incompetent in sectors that require such attributes contrary to what is seen in the management and leadership world as seen in STEM have a tendency of dissuading them from those fields and regions perceived to be strongholds of marginalized women, these being arts and humanities (Dele-Ajayi et al., 2020). Therefore males are placed under similar burdens to conform to the kind of boys society has in mind, which mostly allows them to appreciate what is considered boyish, subjects which are not emotional, and introverted like girls.

The cultural beliefs and the social rules around gender roles set the stage for either limited or increased educational opportunities for girls and women. Normally, domestic responsibilities and caretaking duties, which women are traditionally assigned, are given a higher priority over educational purposes in many societies (Gil Arroyo et al., 2019). As a result of this, girls may encounter hurdles to accessing education because of family obligations or societal pressures which approve male-child education higher than that of the female gender (Lyså, 2020). The traditional cultural views could cause the perception that investing in girls’ education is less important than in boys’, and as a result, some resources will be left for boys and others for girls.

The pro/feminine attitudes of a culture, the role and the position of women in society formed in fact the frameworks of the possible and feasible possibilities for a girl and a woman to get education. As a rule, in many societies, mulheres are assigned typical house and offspring care tasks which play a higher priority in contrast to educational ones (Gil Arroyo et al., 2019). For this reason, the girl-child be eliminated from school due to family issues or social norms that are more supportive of male child education than that of the female gender (Lyså, 2020). The traditional cultural values could work to the effect that there is perception that investing in girls education is of lesser importance than that of boys’education hence some resources will go to boys and some to girls.

Moreover, the structural barriers that prevail within educational systems, like the limited accessibility to schools, inadequate infrastructure, and discriminating policies, would make educational gender equality even tougher job (Parveen et al., 2024). There are barriers even in many regions, especially those with limited resources. These barriers often affect girls more and increase the differences that already exist regarding access to education (Chinyama et al., 2019). As an illustration, boarding long distances to schools and also the lack of a reliable transport system often forces girls to take long dangerous journeys to get quality education, which usually makes regular attendance to class and studying hard and, in most cases, scaring off the girls. Besides, implications arising out of the lack of school facilities, such as shortages of classrooms, splash sanitation and textbooks, worsen the plight of girls in their education.

However, if the structural arrangements within education systems such as the current problems including; restricted access to school, poor facilities, and discriminatory policies are factors that would make education Gender equitable harder job this would be a very pertinent one as foreseen by Parveen et al. 2024. They are still present many places, including most poorer areas of the globe. These barriers are normally worst for girls and they tend to compound the existing disparities in education (Chinyama et al., 2019). For instance, boarding long distances to schools and also absence of a working transport system may compel girls to travel many dangerous kilometers to access quality education which makes it even more difficult for the girls to attend classes and study hard and, in most cases, the girls get scared. However, consequences that stem out of the absence of schools and related amenities such as; classroom inadequacies, splash sanitation & textbooks− make education worse for girls.

However, the discriminatory policies in the education system are also the key factors that misplace the women and girls within the society through their favouring the men. The rise of gender-biased admission criteria, including the quota system that mostly benefits males and other practices of negligence whereby only boys get enrolled and not girls, blocks girls’ opportunities to be educated from the beginning (Dhiman, 2023). Similarly, such limitations on female participation in particular subjects or extracurricular activities can also be based on established in-date gender norms and stereotypes (Horta and Tang, 2023). This limitation, in turn, contributes to existing gender segregation and reduces girls’ academic and personal growth.

But on the other hand, the discrimination that is placed on education system also plays a role on relocating the women and girls of the society through supporting the men. This is because there are cases where various institutions have set gender biased admission policies and practices such as the quota system in which most often the boys benefit from, as well as negligence policies where only the boys get to be taken through the education process while the girls are excluded (Dhiman, 2023). Thus, such restrictions of the range of subjects or sections of activities for girls can also be justified by the norms that have been emerging over recent years (Horta and Tang, 2023). This limitation further feeds into the existing gender segregation, and hampers the development of girls academically and personally.

Addressing these permanently changing challenges requires a comprehensive approach that aims at eradicating both the systemic inequalities and the deeply ingrained attitudes toward gender and education. Governmental, policymaking, educational, communal leaders and international organisations should collaborate in a way that ensures the implementation of substantiated interventions and reforms of the curriculum, which put gender equity and inclusion at the heart of education (Cairney and Kippin, 2021). Therefore, this cooperative engagement should be mainly focused on the distribution of resources among schools with the purpose of improving school infrastructure, extending educational opportunities, and getting rid of the discriminatory practices that exist in education systems (Brussino and McBrien, 2022). Efforts aimed at breaking stereotypes about gender and promoting a positive portrayal of gender diversity in academic materials and curricula are an important step in building equitable learning spaces.

Solving these permanently changing problems calls for a holistic strategy that seeks to eliminate both structure and culture that supports gender and education discrimination. There is need for teamwork among the governmental, policymaking, educational and communal leaders /CEOs as well as other international organisations to embrace and implement the valid interventions and reforms of the curriculum which focus on gender equity and inclusion in education (Cairney and Kippin, 2021). As such, this cooperative engagement should be primarily concerned with the equitable distribution of resource to schools in order to enhance the infrastruture of learning institutions, expand educational access for all and eradicate discrimination that is inherent in most education systems to some extent (Brussino and McBrien, 2022). Trying to dismantle the stereotypical representation of gender and mainstreaming gender inclusiveness in teaching resources and curriculum is a move in the right direction for creation of absoluteness in schools.

By incorporating feminist pedagogical perspectives that enable students to question the gender-based ideas and norms that they are taught, the stereotypes can be broken, and the goal of gender equality can be effectively promoted in educational settings. This approach helps students build critical minds and introspective natures that result in questioning established gender roles, as well as advocating for gender-balanced schools and communities (Bhatia and Bhatia, 2021). Targeted interventions like girl child scholarships, mentorship programs and community outreach efforts also prove to effectively lower the structural barriers and, at the same time, give girls easier and wider access to education (Guglielmi et al., 2021). Through giving vocational training, financial support including grants, scholarships, bursaries, and loans, mentoring and community support networks, these initiatives enable the girls to surmount the challenges and strive for educational accomplishment. Community participation and advocacy initiatives are a vital part of attracting community support for gender equality in education and creating a culture of acceptance and respect in the school and around.

By applying such sex/gender sensitive methodologies as allow survivors to challenge the gendered knowledge they internalise, the prejudices can be all shattered and the much desired gender equity in learning institutions can be realised. In this approach, students develop critical thinking and self-reflection that lead to reflection on traditional gender norms and practical promoting of equal number of male and female schools and communities (Bhatia and Bhatia, 2021). Specific strategies such as girl child scholarships, mentorship and community Awareness we also found to significantly reduce the structural barriers and at the same time availing education to girls easier and wider (Guglielmi et al., 2021). By providing vocational training for these girls and completely offering grants, scholarships, bursaries, and loans, training and the provision of community support, endeavors of this nature assist the girls to overcome the challenges and push for educational achievement. Community support for gender equality in education can only be achieved only if other members of the community have embraced the course as their own which can only be done if they have been tasked the duty of fighting for it as seen through participation in part and parcel advocacy.

In the United Kingdom (UK), gender equality has been a core theme in the development of policy discourse and practice in the area of education for a long time. Despite the considerable achievements made in bridging the gender gap at the level of educational attainment, an ever-present pattern of disparities still exists in the choice of field of study and in higher levels of education (De Welde and Stepnick, 2023). Additionally, long-standing problems like gender-based violence, curriculum stereotyping and under-representation of women in leadership positions continue to create obstacles today and thus hinder the establishment of genuine gender equality (Babafemi, 2023). The context in which policymakers and teachers in the UK operate is rapidly changing, and they have to take into consideration the challenges and inclusion of future learning spaces where gender is placed at the centre of all activities.

In the United Kingdom (UK) the issue of gender equality has been among the most focused area in constructing the policy discourses and practices in the field of education for quite some time now. All the same, there is always a persistent paradigm of differentiation at the level of selectiveness of the area of study as well as at the higher years of learning as noted by De Welde and Stepnick, (2023). Also, issues like Gender Based Violence, curriculum stereotyping and poor female representation in leadership, leadership positions that are longstanding remain barriers today and have therefore derailed attempts at creating substantive gender equality (Babafemi, 2023). UK based policymakers/teachers are working under highly dynamic environment and need to consider future learning environments that may be inclusively challenged by gender mainstreaming.

While various steps have been taken to tackle gender inequality in education, the situation of this is still unequal within the UK context. In terms of overall academic performance at the primary and secondary school levels, girls mostly perform better than boys (Bhopal and Henderson, 2021). Nevertheless, there still exists a gap between the sexes in most subject fields as well as at the university level. According to Davila Dos Santos et al. (2022), girls usually win the arts and languages competitions, and boys dominate the STEM (Science, Technology, Engineering, and Mathematics) subjects. Such variation in subject choices is an indication of what is considered normal in society and, in many instances, may lead to stigmas which may prevent educational levels and careers for both genders.

Although several measures have since been made to address the issue of gender parity in education the status of this is still unbalanced in the UK. Based on research done on girls and boys performances in primary and secondary schools, girls are said to perform better than the boy’s academics generally (Bhopal and Henderson, 2021). However, gender disparity persists into most subject areas and at university level as well as in this research. Based on the work of Davila Dos Santos et al., 2022, the girls excel in the arts and languages scholarship competitions, while boys excel in STEM scholarship competitions. These variations in the subject choices are an indication of what society accepts and in many cases it will result in stigmata that may hinder educational levels and career for both the genders.

In addition, there are existing gender disparities in terms of the proportion of women and men choosing different fields, as well as the lack of positions of authority held by women in academia (O’Connor, 2020). There have been more women than men in college enrolment; however, the STEM demeanour of women is underdeveloped, and women are overrepresented in most social sciences and humanities disciplines, which are less repaying. In addition, women encounter obstacles to advancement in universities, as there are fewer female professors and overall senior leadership compared to men. The presence of gender bias and bullying prevents the promotion of gender equality in the education systems of the UK (Aragonés 2020). It was seen that sexual harassment and violence are common scenes in educational environments. The scene ranges from verbal harassment to physical assault. Such cases, even if in one’s imagination, not only inspire a feeling of danger and discomfort but also significantly lower one’s educational performance and success.

Moreover, there are existing preliminary gender inequalities and imbalances concerning the ratios of women and men in selecting certain disciplines, and also weak representation of women occupying leadership positions in academic institutions (O’Connor, 2020). The ratios of enrolment in college shows a position where there are more women than men; however, women do not have a very STEM demeanour, and they are overrepresented in most of the social sciences and humanities calamities compared to physical science and mathematics, which are less remunerative. However, the women suffer even more in universities since there are few women in the professors’ or general senior-level positions than men. The main factors that hinder any progress towards the growth of gender equality in education system of the UK include Gender bias and Bullying (2020, Aragonés). From the case, it was observed that sexual harassment and violence are normalcies in educational contexts. The scene begins from insulting and threatening gestures up to physical aggression. Like those that you make even in your mind, such cases not only provoke a feeling of danger and discomfort but also bring a decrease in one’s educational performance and success.

In addition, the societal acceptance of violence against women keeps alive the stereotypes about gender and power differences, creating a culture of silence and impunity regarding the occurrences related to such acts (True, 2020). Tackling gender-based violence in schools along with colleges comes with a multifaceted approach that counts for prevention, support to survivors and by-the-book action against offenders. Schools should give safe spaces for students to voice out cases of harassment and address them through relevant support services. The school policies should also comprise of rigorous training programs and mechanisms for completely eradicating the issue.

Besides, the tolerance of violence against women continues the clichés fostered in terms of gender and power relations, the construction of a culture of silence and impunity in relation to the events occurring with regard to such acts (True, 2020). Combating gender based violence in schools as well as in colleges entails prevention, compensation to the victims and legal enforcement measures against the perpetrators. School should provide the students with an opportunity to report cases of harassment and deal with them through help desk. The school policies should also include processes and procedures for conducting tough training on students/employees and other measures for eliminating the problem entirely.

The curricular and pedagogical practices of the UK continue to be blighted with stereotyping as an underlying problem that militates against gender equality among education levels. This could lead to social exclusion and marginalisation of gender non-conforming persons both within and outside of school (Holt, 2019). Located content and resources of education normally follow the pattern of traditional gender roles (Ouyang et al., 2022). Often, such role models and stereotypes are reinforced in educational materials that lead to the idea that some subjects are gender-specific and others are not. As an illustration, STEM subjects are often meant to be male-domain areas, while caregiving roles are shown to be female-related ones. Thus, the stereotypes widen the gaps between gender-binary and non-binary students, judging their academic and future career choices. Through gender-sensitive teaching approaches and incorporating different perspectives into the curriculum, schools can develop more equal learning contexts that help all students flourish academically and emotionally.

1.1.2 Understanding the Concept of Progressive Education

The term “progressive education” is an umbrella concept that refers to a variety of pedagogical approaches, but they share the same basic foundational principles. According to Ilijevski (2022), besides the progressive pedagogies inspired by the work of early educational philosophers like John Dewey, the central themes are holistic education, experiential learning and democratic participation. Progressive education is a concept that has seen numerous new terms appear in educational discourse since the 1980s (Tisdall, 2019). Nevertheless, the fundamental ideas persevere, encompassing comprehensive education, participatory learning, and promoting democratic citizenship (Thinnes, 2022). Adapting to the progressive educational approach manifests the general society’s movement towards diversity and social equality and, therefore, becomes a suitable framework for addressing the current educational wideness.

Progressive education is a rather broad term and names a vast array of methods, but, nevertheless, they have their base of principles in common. Furthermore to the progressive pedagogies derived from the activities of early educational theorists including Dewey the central tenets are; educative wholeness, embodied learning and power to participate in the running of the society. Progressive education is an idea that has witnessed the emergence of various new terms to the educational lexicon through the 1980s to date. However, the basic tenets remain, these are; education for all, transformative learning, and nurturing of democratic culture (Thinnes, 2022). Applying the progressive educational approach reflects the general tendencies in society toward the diversification and social justice and becomes suitable to accommodate the tendencies in the current educational wideness.

In the 21st century, progressive education constantly changes to keep up with different postulates and discussions connected to its principles and practices. Dahlbeck and Lilja (2019) reinforce the importance of progressive education and its emphasis on experiential learning, student-centeredness, and community involvement. These principles echo the concerned community of theories and professional practice, signified by their inclusion in the college accreditation program requirements and institutional mission statement (Bush, 2020). Likewise, progressive education has become a central part of educational practices that puts emphasis on the discussion of how progressive approaches can be adapted into diverse educational contexts as opposed to long debates about whether or not to implement progressive methods.

For present days, progressive education alters from time to time in response to new postulates and discourse regarding its principles and practices. Dahlbeck and Lilja also continue the discussion of progressive education and its focus on the education based on experience and students’ initiatives, active participation and cooperation with the community. These principles resonate with the concerned community of theories and the professional practice as testified by their adoption in the college accreditation program requirement, and the mission statement. Similarly, the ideas of progressive education have turned into an important focus of educational practices that raise questions as to how progressive ideas might be incorporated into a variety of educational settings rather than continuous debates regarding whether progressive approaches should be adopted.

Distinguished progressive education is a pedagogical approach that demonstrates the characteristics that form the pedagogical practices. Experiential learning is seen as the fundamental component of progressive education, as knowledge is gained through transformational experience (Dal Magro et al., 2020). According to Pitan and Muller (2019), dependable learning involves apprenticeship models through simulations with an emphasis on experiential learning to provide meaningful understanding and skill development. Surrounding this, experiential learning methods also provide learners the opportunities to relate theory to practice in order to develop new knowledge that is derived from hands-on work and reflection.

Advantaged progressive education is a teaching method that PSS shows the characteristics of the teaching practices. It is considered as the core of the progressive model of education because experience affects knowledge. The authors Pitan and Muller (2019) note that dependable learning include apprenticeship models by simulations, with specific focus on mastery learning to enhance knowledge acquisition practices. Around this, the practices of experiential learning also offer the learner a chance to connect between theory and practice to synthesize new knowledge as apprehended by the learner, which results from work undertaking and reflection.

Amidst temporal considerations, progressive education puts emphasis on learning as a non-static, dynamic and continuous process, not merely a static acquisition of knowledge. Experiments in teaching practice that are value-cantered emphasise the need for sequences of learning experiences in which the learning process develops inside the practitioner, letting to explore, contemplate, and revise the understanding as the process of learning unfolds (Yamada, 2021). Dümen et al. (2022) weigh the temporal character of learning by doing, sharing the idea of its interactional nature and the role of action in determining the learning outcomes. In progressive education, the time dimension of thinking takes a more comprehensive approach than the traditional classroom frame of mind, touching on any learning experiences during or beyond formal schools.

Besides temporal considerations, progressive education focuses on learning as a process which is far from being a static one; it might be described as dynamic and continuous one, rather than as an accumulation of the information. Value-cantered teaching practice experiments underline sequences of learning experiences through the learning process of the practitioner in which the learning occurs inside the resource, such as letting to explore, to contemplate, or to revise the understanding of the process as it progresses (Yamada, 2021). Temporal peculiarity of learning by doing is described by Dümen et al. (2022) taking into account interactional aspect of the concept under discussion and the key role of an action in the process of learning. In progressive education, the time dimension of thinking takes a more comprehensive approach than the traditional classroom frame of mind, touching on any learning experiences during or beyond formal schools.

Active-oriented teaching is the main element of progressive pedagogies that focus on the interaction with the learners in the conditions related to the real world. Experience and environment are the main concepts in Dewey’s active inquiry and problem-solving learning, and this confers experiential and action-oriented learning methods with the capability to give a deep understanding and valuable results (Campbell, 2022). Collaborative investigative inquiry and engagement in practical experience, students cultivate critical-thinking skills and problem-solving capacity and acknowledge their role as agents of change (Chu et al., 2021). Participation is also an essential characteristic of progressive education, highlighting the teacher’s and student’s role in making decisions, joining projects, and engaging in community involvement. Educators advocating for progressive ideas champion the creation of participatory and democratic learning settings that enable students to take part in the teaching process by sharing their perspectives, knowledge, and cooperation with their peers, as well as people in the community (Minor, 2023). A participatory pedagogy, depicted in Szelei et al. (2019), illustrates the transformative potential of educational methods that seek social justice as well as equity, thereby attaining a sense of belonging and empowerment among learners. Participatory pedagogy equips learners with knowledge and skills and develops confidence and motivation, leading to active agents of positive social transformation.

The main aspect of the progressive approach to teaching is the active-oriented teaching, which is the intention to work with learners within the conditions connected with the stimulus of the real environment. Experience and environment are the core ideas in Dewey’s active inquiry and problem-solving learning, and this could make the experiential and action learning approaches rich in terms of depth and meaningful solution generation capability (Campbell, 2022). This collaborative investigation of inquiries and concrete experience, students develop propositional learning and recognition of your self as a change-agent (Chu et al., 2021). Another is participation and this puts emphasis on the teacher and the students in decision making processes, taking of projects and participating in community activities. Teachers supporting progressive approaches promotes implementation of classrooms that provide active participation with students in possession of a role in teaching domain through sharing opinions, knowledge, and cooperation in the classroom and beyond with other individuals in society (Minor, 2023). Participatory learning, described in Szelei et al. (2019) embracing social justice and equity within education, makes a practice of liberating, empowering learners so they can find their place in the world. Educational participation disseminates learning and skills and cultivates confidence and motivation results in agents of change for a positive society.

Reflection, as a key element in progressive education, allows learners to be self-evaluative, enabling them to critically assess their experiences, views and assumptions. Reflection, one of the elements of experiential learning, involves learners in metacognitive activities as they experience and transfer their understanding, increase their self-awareness, and inform their future actions (Hughes et al., 2019). Critical thinking thereby awakes students in the process of reflection and becomes a valuable instrument leading to intellectual improvement and personality development (Schwittay, 2023). The emergence of new educational approaches empowers learners to critically examine the world with the use of practical learning methods, inquiries, and participatory practices, which ultimately result in a process of their development and engagement in the world. This has called for the need to use education as a tool for promoting gender equality.

The Guided Reflection as one of the elements of progressive education enables its learner to be reflective thus allow for critical analysis of their experience, observation or perceptions. After reading Hughes et al., (2019), reflection, which is one of the concepts of Kolb’s experiential learning cycle, involves learners in metacognitive activities as they conceive, experience, and transform their knowledge enhance their awareness about self, and provide information to guide future behaviour. Thinking skills concurrently wakes students in the process of reflection and turns into an effective tool for enhancing cognition and personality (Schwittay, 2023). The emergence of new educational approaches empowers learners to critically examine the world with the use of practical learning methods, inquiries, and participatory practices, which ultimately result in a process of their development and engagement in the world. This has called for the need to use education as a tool for promoting gender equality.

1.1.3 Role of Education in Promoting Gender Equality

Education is a main tool to overcome gender disparity and give people access to states with equitable rights. Through promoting equitable access to education and challenging traditional gender norms in the curriculum and teaching methods, educational institutions can become vehicles for profound transformations that will dismantle inequalities in the gender sphere as well as enhance social inclusion (Azza, 2023). Research by Ning et al. (2020) has found that education greatly impacts the shaping of attitudes, perceptions, and behaviours connected to gender equality. This extends to the commitment of education to impact gender equality and knowledge acquisition.

Equal education rights thus remain the most accessible means of closing the gap in gender and empower the people to claim states with fairly equal rights. Thus, the educational institutions can turn into instruments of invaluable changes in the society that in its turn will help to eliminate inequalities in the gender aspect, enrich the experience of social inclusion (Azza, 2023). According to Ning et al. 2020, education plays an important role in attitude, perception, and behaviour of gender equality. This also in the sense of the role and commitment of education for gender equality as well as knowledge.

The political atmosphere and the role of leaders in a country can create political instability, which is one of the determinants of reforming the education sector, which clearly highlights the linkage of political dynamics to educational reform activities. Apparently, many education reforms are expanded through political or legal orders, with governments focusing on areas such as citizenship education, language instruction, and social cohesion (Ghebru and Lloyd, 2020). Subsequently, political will and commitment become key factors crucial for pushing the gender equality agenda within the education sphere (Durrani and Halai, 2020). This is exemplified in cases of the establishment of gender-sensitive policies and programs targeted towards closing these gender gaps.

Politics in any country and how leaders handle it may lead to political vulnerability, which is one of the factors that make up the education reform, below I highlight the link of political politics to educational reform activities POLITICAL VULNERABILITY: This makes up part of the factors that shape any reformation of the education sector in any given country. Clearly, many education reforms are extended through political or legal orders, and the governments pay attention to such aspects as citizenship education, language learning, and social inclusion (see Ghebru & Lloyd, 2020). Afterwords, political will and commitment becomes critical essential that is imperative in driving the gender equality agenda within education sector (Durrani and Halai, 2020). This is well illustrated when institutions have developed gender policies and strategies aimed at minimizing these gender standings.

Another important factor is that cultural norms and the process of socialisation constitute the main force influencing gender roles and identity attitudes in educational institutions. Cultural changes are vital in the struggle to overturn inherent male gender dominance and the promotion of gender equality because both men and women have to play an active role in advocacy and activism (Han and Heldman, 2023). Through the establishment of ties among multiple groups, such as religious figures and leaders of the communities, media personalities, and youth activists, schools can help foster cultural change from within (Jenkins et al., 2020). By doing this, they will enable individuals to become capable of changing the damaging gender stereotypes and practices.

Another factor is that cultural expectation patterns and socialization make up the main source of gender, roles, and identity attitude in school. This is so because, in the fight to reverse inherent sexism that has men as the dominant gender, and embracing gender equality, the role of the female gender as well as the male gender is very spear-header and activist like. Such relationships can be created between the students and the media personalities, religious leaders, and heads of different communities, the youth activists, and many more, Schools are therefore in a position to encourage cultural transformation from within (Jenkins et al., 2020). By doing this, they will enable individuals to become capable of changing the damaging gender stereotypes and practices.

Besides, international development actors and international organisations concerned with multilateral relations have a great part to play in assisting cross-cultural dialogue and knowledge exchange concerning gender equality within education. Utilising technology and the reach of transnational networks, these actors can create platforms for stakeholders to work together and put the needed voices for gender equality across the globe (Johnson, 2021). This shows how effective it is to tap into and mobilise active participation of different levels (Al Siyabi et al., 2021). From the individuals to the schools and finally to the national authorities, each contributes, thus highlighting the importance of multi-level interventions and partnerships.

In addition to that, there are many global development players, global institutions with multifaceted responsibilities in international relations have a rich contribution to offer in fostering intercultural understanding and knowledge sharing regarding gender equity in learning institutions. These actors through the use of technology and engagement in transnational networks can develop spaces where all the stakeholders act to ensure the needed voices for gender equality from across the world (Johnson, 2021). This demonstrates how it is possible to engage and activate multi-level participation (Al Siyabi et al., 2021). Both at the micro-level, that is, the individuals and at the macro-level, the schools and the national authorities and everyone in between contributes; this underlines the need for more enhanced multi-level intercessions and collaboration.

Education is in the process of a number of rapid transformations that are with the growing impact of technology and the shifts in social life. It is difficult to predict to what extent they will influence gender identity construction and socialisation (Huguley et al., 2019). Nevertheless, people with the power to change the existing paradigms also exist, as the old patriarchal structures are slowly losing their influence (Foster and Foster, 2023). Hence, education is a multi-level process that leads to the global pursuit of gender equality, with people being empowered to critically examine issues of gender and identity together with society.

There are several transformations in Education and these are all with the growing streamline impact of technology and with the shifts in social life. Whether, or to what extent, they may alter gender identity construction and socialisation remains uncertain (Huguley et al., 2019). However, those with the abilities to alter the existing paradigms are also around as the analytically rooted patriarchal frameworks fade away (Foster and Foster, 2023). Therefore, education is a process that constitutes several levels for achieving the globalization of gender equity where the people are facilitated to analyze the gender as well as the identity aspects with the society.

Although education is crucial to promoting gender equality, the fact remains that it is not the only ingredient required. Systemic and structural obstacles, including poverty, discrimination, and inadequate resources available for education, can restrict the efficiency of programs aimed at gender equality promotion (Guthridge et al., 2022). Winthrop et al. (2022) argue that “gender inequalities in education require a multi-faceted approach which involves addressing diverse social, economic and cultural factors that perpetuate gender discrimination and marginalisation.” Moreover, the outcome will be a better and more equal society that leaves future generations with a favourable world.

While advocating for education is vital in the fight against gender equity, this is a very select segment of the recipe that is needed. Challenges in the system and structures majorly related to poverty, discrimination, and limited resources meant for enhancing the education are some of the challenges that may limit the effectiveness of programs meant for enhancing gender equality (Guthridge et al., 2022). According to Winthrop et al. (2022) “Such gender disparities mean that a complex approach of change is needed to address multifaceted social, economic and cultural factors which contribute to gender bias and exclusion.” Furthermore, the result will be the qualitatively improved and less polarized society which opens the future generations the favorable world.

1.2 Problem Statement

Despite efforts to achieve gender parity in the education sectors, formidable inequalities and disparities remain to be key factors that obstruct universal access to education. Traditional forms of education usually preserve gender stereotypes, whereas the uniqueness of the learners’ needs is often overlooked (Makinde et al., 2023). Poverty, race and gender discrimination, as well as violence that exists in a society, tend to be the biggest cause of education inequality as these factors apply more to marginalised groups (Naylor and Mifsud, 2019). The solution to these problems can be found in a holistic approach, which is based on the principle that gender is a part of the compound social identity, forming a single system.

Nonetheless, in the education sectors, a parity has been sought by different economies and still huge inequalities and disparity can exist, which act as some of the main obstacles towards education for all. Frequently, traditional means of education tends to continue gender stereotypes, individual needs of the learners are rarely considered (Makinde et al., 2023). … poverty, racism, and sexism, violence characteristic of a particular society, become the main reason for education inequality since these aspects are more relevant to minorities (Naylor and Mifsud, 2019). Solutions to these issues can be seen in an integrated approach based the recognized the fact that gender is part of a multiple social identity that forms a single complex of relationships.

Fundamentally, socio-cultural and stereotype illustrations are the real challenges in that they significantly influence education systems and opportunities in society right from an early age. The content of the curriculum, the teaching methods and the classroom interactions constitute one of the channels that may reinforce the idea of gender roles, eliminate students’ dreams and shatter their confidence (Lumadi, 2020). These stereotypes cause circular reactions among the students, who begin to comply with the norms of society by accepting those labels since this, allows the continuation of social inequality. Besides, gender-based harassment and violence on the educational grounds is another prominent factor which again contributes to the call for equality among different genders. Sexual harassment, bullying and other forms of gender-based violence develop unholy learning environments, which result in poor mental health, low academic performance and bad overall well-being (Adelman and Byard, 2022). The coping strategies have a serious impact on individuals from low-income households or other marginalised groups. This may result in absenteeism, disengagement, and dropouts, which consequently make the educational gap worse among communities.

In essence, socio cultural and stereotype representations are the actualities in that they greatly determine education systems and prospects in society right from early stages. The content of the curriculum, the teaching and learning practices in classroom, the practice and handling or otherwise of gender stereotyping can be another conduit through which the learners’ dreams can be removed, their self-confidence undermined (Lumadi, 2020). These stereotypes result in circular permutations among the students and they end up playing the normalized roles they are supposed to play in society since this maintains the statuses quo on social injustices. However, gender-based harassments and violence that happens in the educational grounds is another factor that makes people demand for gender equity between the two different genders. From the work of Adelman and Byard (2022), gender violence creates evil learning climates which in turn lead to harsh, poor health, low academic outcomes, and overall ill-being. One needs to appreciate the severity of the effects of the coping strategies in vulnerable persons from low-income earners or any other marginalized groups. It may therefore lead to possibilities of high rates definably absenteeism, truancy, and dropping out, hence widening the already existing educational disadvantaged among the societies.

Furthermore, the combinations of gender with identities of race, ethnicity, socio-economic history, and disability are associated with additional challenges that require strategic and concrete solutions. Often, students from low-income families encounter a many-folded set of difficulties caused by the lack of resources, cultural prejudice and systemic racism that have a diverse range of negative effects on their education (Chatzitheochari and Butler, 2023). Consequently, solving these problems is largely related to the systematic and intersectional approach using recognition of different situations and demands, ranging from gender to race, from classes to many other social identities (Pugach et al., 2019). It involves a detailed examination of socially embedded patriarchy and other institutional and social practices, which are inseparable from the preservation of gender inequalities and unequal access to educational opportunities.

In addition, gender interacts with race and ethnic origin, socio-economic history, and disability wherein each blend brings about other issues that need effective planning and practical interventions. At times, learners from low income families face a multi-folded problem due to the lack of resources, cultural discrimination, and racism that all have a cascading impact on student learning (Chatzitheochari & Butler, 2023). Therefore, solving those problem is mostly associated with the systematic and intersectional approach applying the recognition of various situations and requirements, starting with gender and race, ending with classes and other social positions (Pugach et al., 2019). It prescribes an analysis of socially embedded patriarchy and other institution and social practices, which are and remain necessary to perpetuate gender imbalances and differential access to educational opportunities.

1.3 Rationale/Purpose of the Study

This study is important in bridging the gap between theoretical gender equality frameworks and their practical execution in education systems. By focusing on Jineoloji, this research not only contributes to feminist theory but also provides educators and policymakers with a new approach to developing gender-inclusive curricula and leadership structures. The findings of this research will have practical implications for the development of gender-transformative educational policies and frameworks, particularly in regions where patriarchal systems dominate The exposing of Jineoloji and its connection with education will unveil the measures through which individuals and their learning can be motivated, and they have the opportunity to be more involved on the same grounds and with the same privileges as the other learners (Al-Ali and Käser, 2022). Bringing to the fore the voices of women and the underrepresented party within the education hierarchy, Jineoloji furnishes an effective tool that can knock down the essential support structures that keep gender imbalance in education ever in place and consequently create a real social revolution.

Jineoloji’s exploration as a framework that can be used for the personal promotion of gender equality in education is mainly motivated by immense obstacles and shortcomings. A significant percentage of populations, especially women and girls, have to go through to achieve access to education (Gu et al., 2021). In spite of much done to promote gender equality within education, institutional inequalities still remain a hindrance to the process of achievement and contribute to the oppression and marginalisation of female and marginalised groups (Fakhr and Messenger, 2020). This research attempts to examine the basis of Jineoloji from the context of educational theory and practice as it is one of the alternative approaches to conventional positions, which eventually negates the established views and provides new openings for creating an inclusive and transformative educational environment.

Moreover, the study aims to fill the gap in research related to Jineoloji and, particularly, its use in the educational system of the global North. Although Jineoloji has become quite popular within Kurdish feminist movements and within the academic field, no supportive work has been put forth yet regarding its educational implications, especially in Western countries (Piccardi, 2023). This research puts academia at a unique vantage point in the sense that it closes this gap in the literature. Therefore, the research contributes to a deeper comprehension of the dynamics of feminist theory, educational practice, and social change.

Additionally, there is a commitment to using this study as a tool for furthering and prioritising social justice and human rights within educational establishments. Knowledge has been a goal of education, with which one has sought know-how, while on the other hand, there are inequities and injustices that the same system has challenged (Lynch, 2019). The research by Akyos (2022) highlights Jineoloji, which, as a principle, incorporates the capitalisation of collective emancipation and the recovery process of women’s rights and individuality into consideration. This mechanism helps by making sure that the marginalised voices get higher and the dominant narratives, which support gender-based discrimination and oppression in the education system, get changed.

This study is focused on searching for the impact that Jineology may have in the creation of an equal society as well as a modern educational system. By challenging the pillars of the Jineoloji in the structure of education, this research finds new concepts and answers in which a balance of gender and an open-minded approach can be achieved in educational institutions (Akyos, 2022). Jineology will still have its contribution to the fact that there is an education system gap due to gender inequality, but it also aims to bring new alternative change at the societal level by making women and other marginal groups the centres of the seeing and perceiving.

1.4 Research Aim

• This study aims to evaluate the effectiveness of Jineoloji as a transformative framework for promoting gender equality in educational practices, focusing specifically on curriculum development, pedagogical strategies, and leadership structures within progressive educational settings. The research will assess the extent to which Jineoloji can address existing gender disparities and promote a more equitable learning environment.

1.5 Research Objectives

The research objectives of this study include:

• To analyze how Jineoloji principles can be integrated into existing educational curricula to promote gender equality.
• To evaluate the effectiveness of Jineoloji-based pedagogical practices in enhancing gender equity in classroom settings.
• To assess the impact of Jineoloji on increasing female representation in educational leadership roles.
• To provide practical recommendations for policymakers and educators on incorporating Jineoloji into gender-transformative educational policies.

1.6 Research Questions

The research questions of this study include:

• How can Jineoloji principles be applied to curriculum design to reduce gender disparities in education?
• In what ways do Jineoloji-based pedagogical practices differ from traditional gender-responsive approaches in fostering gender equality?
• How does the integration of Jineoloji in educational leadership promote increased female representation in decision-making roles?

1.7 Scope of the Study

The present study deals with the application of Jineoloji philosophy in the education framework, paying attention to its conformance with the objective of forging gender equality. The investigation also covers the globe concerning cultural and societal contexts, although the UK is focused on being a centre of attraction. This extensive attention to detail helps to better understand the complex features of the educational field in the United Kingdom. By focusing on this particular juncture, the research project allows us to offer differentiated comments about the power of the Jineoloji methods in eliminating gender inequalities and building a democratic society. The research objective is to develop possible avenues for Jineoloji philosophy to integrate into current educational policies, practices, and societal norms.

Additionally, the fact that the research is anchored in the UK experience makes it easier to come up with the multifaceted barriers and facilitators which may affect the implementation of Jineoloji-inspired strategies. The shifting of the focus on this group enhances the findings’ applicability and also provides insights to policymakers, educators and other stakeholders seeking to promote gender equality within the UK educational system. Furthermore, although the emphasis is essentially on the United Kingdom, a collective interpretation of global perspectives brings clarity to the implications and challenges of the role of alternative philosophical frameworks on the education systems worldwide. The goal of this analysis is to identify the global dimension and the UK-specific context throughout the study, which would provide recommendations and strategies for promoting gender equality through the bringing up of the principles of Jineoloji in education.

1.8 Research Methodology

To comprehensively examine the role of Jineoloji in fostering gender equality and progressive education, this study adopted a systematic literature review methodology. Precisely, the employed systematic literature review allowed for the collection and analysis of evidence from the existing literature about the role of Jineoloji in promoting gender equality in the education sector. Relevant scholarly sources spanning educational philosophy, feminist pedagogy, critical theory, and Jineoloji principles were systematically identified, evaluated, and synthesized. Predetermined inclusion and exclusion criteria guided the search and selection process across multiple databases. A critical synthesis and thematic categorisation of the literature was conducted to best understand Jineoloji as the theoretical framing of the work, its compatibility with emancipatory educational goals, and possibilities and applications in classroom practice. Grounded in this framework the study guarantees the maximal coverage of the existing literature and the identification of research opportunities in the unexplored areas.

1.9 Significance of the Study

Such investigation refers to the key scholarships in the sphere of education and gender issues. Thus, the paper is relevant to constructing the theoretical framework of the educational model based on elaborating the relationship between Jineoloji philosophy, gender equality and transformed education practices. Precisely it draws attention to the topics such as Jineoloji, a new discourse which helps to recall innovation tradition and the new aspect of which is the perspective given within educational theories in pursuit of equality and inclusion for learners. However, the research gives the basis from which educators, policymakers, and practitioners- who bears the mandate to formulate education practices and policies- to ponder as well as act on the recommendations deduced by the study. Thus, after years of studying the applicability of Jineoloji principles to education and developing a Grundrisse reflecting on educational interventions and practices promoting inclusion for equity this work re-establishes a more vibrant approach of how institutional gender parity can be attained.

The findings of this paper could therefore be enabling in the mapping of educational interventions that are intended to challenge traditional gender norms to offer progressive learning environments for learners of both genders. Therefore, the current research also carries out that there is a significant deficiency in policies and advocacy of gender equity and social justice in educations systems. In this study, potential for Jineoloji to be emancipatory for the transformative use in addressing gender gaps is demonstrated for the policy makers (Tank, 2021). This helps them to have the evidence needed to advance for legislation that enshrines equity and inclusiveness.

The study is targeted to support the broader campaigns for social justice and human rights by disrupting the dominant views and systems which entrench gender inequalities within educational systems. The research is designed to create a discourse of Jineoloji, in which women’s empowerment and liberation are key transactions between women and men. In this way, the research contributes to the efforts of gender equality and gender parity. This showcases how education is the backbone of gender equality and social justice as it emphasises the primary role of education in helping people to reach a deep perception, be self-confident and take action in a collective way for more fair and just societies. Therefore, the results of this study are of major significance for theory, practice, and policy in the areas of education and gender. This research provides an opportunity to develop new perspectives which can be translated into practical recommendations and policy tools for the advancement of justice and human rights.

1.10 Role of the Researcher in the Study

The researcher was to undertake diverse functions in the context that will contribute to the overall success of the study in question. Firstly, the researcher was expected to carry out an extensive literature review, thoroughly examining the existing literature on Jineoloji philosophy, gender equality in education and progressive educational approaches. This is a phase that involves integrating multiple opinions, classifying major points, and distinguishing knowledge gaps which exist at that level.

In addition to that, the researcher was in charge of data collection and strict analysis using correct methodologies, which will help gather information about the adoption of Jineoloji principles in educational settings. Besides using both qualitative and quantitative research techniques, my research seeks to produce empirical evidence that is enriched with information about the intersections between the Jineoloji philosophy and educational practices.

On the other hand, data interpretation is just as important as analysis, where the researcher strive to draw significant findings that can assist in the formulation of practical policy and implementation procedures. By way of theoretical frameworks and critical reflection, the researcher hopes to set out to unearth patterns, implications, and possible paths for further study.

In addition, my role involves interacting with parties outside of the academic realm; these may resemble community stakeholders and other supporters of the event. In my engagement with educators, policymakers and activists, the researcher intends to stimulate dialogue, share ideas, and solicit diverse points of view. This cooperative model guarantees the applicability and practical significance of research results, granting room for the co-creation of knowledge and solutions.

Finally, the ultimate goal is to take part in the continuous struggle for a progressive and gender equality world. Through dissemination of findings, policy reform promotion, and devising community initiatives, the researcher wants to ignite a change, improving our education systems and hopefully other areas as well. Engaging in active participation and cooperation, the researcher planned to play my part in the fight for social justice and the provision of quality education to all. Top of Form

1.11 Chapter Summary

This chapter has outlined the crucial fundamentals of this study, such as the introduction to Jineoloji, the problem statement, and the rationale for the research. It has provided a clear research aim, objectives, and questions that guide the study. The next chapter will present a comprehensive review of the literature, critically examining existing research on gender equality in education and the role of Jineoloji in addressing the gaps left by traditional feminist frameworks.

1.12 General Organisation of the Thesis

The outline of the thesis is within five foundation chapters. Chapter one is dedicated to details of the research topic that contains background information, problem statement, rationale, and research aims, objectives, and questions. Chapter two focuses on the existing literature about the first one (Jineoloji), gender equality in education, and progressive education in the second chapter. The third chapter provides a detailed description of the theoretical framework adopted in this study in order to develop a comprehensive understanding of the Jineoloji in the education sector, in addition to a detailed description and justification of the research methods and methodologies adopted in this research. Chapter four is the data analysis and findings or results, and this is where key findings from the conducted analysis are presented for further interpretation and new knowledge development. The last chapter of this thesis provides a summary, conclusion and recommendations for both practice and future research.