Pedagogies of Inclusion: Case Studies on Gender, STEM and Pedagogy Report

Abstract

This report investigates strategies for implementing inclusive and gender-responsive pedagogy in higher education institutions across Sub-Saharan Africa (SSA). Focusing on Science, Technology, Engineering, and Mathematics (STEM) disciplines, the study synthesizes qualitative insights from four case studies across four universities in Kenya, Tanzania, and Zimbabwe: KCA University, Bindura University of Science Education (BUSE), Women's University in Africa (WUA), and Open University of Tanzania (OUT). The study highlights diverse institutional approaches, including community engagement to foster female participation, bridging access via foundation programs, institutionalizing gender inclusion through dedicated university centers, and utilizing academic development to align with national policy frameworks. The findings emphasize that advancing gender equality in STEM requires sustained institutional commitment, professional faculty development, multi-level stakeholder collaboration, and culturally grounding pedagogical frameworks.