Boosting Gender Equity and Female Participation in Technical Vocational Education and Training in Nigeria: The Influence of Self‐Efficacy and Social Justice Awareness

Shodipe Olabanji Taiwo, Balogun Misturah Opeyemi and Shodipe Temitope Anike

Gender, Work and Organization, 2026, vol. 33, issue 2, 469-482

Abstract: Gender equity has been a critical issue in global discussions around education, economic participation, and workforce development, particularly in male‐dominated fields such as Technical and Vocational Education and Training. This study examines the influence of self‐efficacy and social justice awareness on gender equity and female participation in Technical Vocational Education and Training (TVET) in Nigeria. The study used a descriptive survey design, gathering data from 250 female participants in technical colleges and higher education institutions in Lagos, Nigeria. Structured questionnaires measuring self‐efficacy, social justice dimensions (distributive, participatory, and recognition justice), and female participation were administered. Data analysis included confirmatory factor analyses to validate the constructs and assess their relationships using AMOS SPSS v.23. The results show that self‐efficacy, distributive justice, and participatory justice positively and significantly influence gender equity and female participation in TVET, highlighting the importance of these factors in empowering women in technical education. However, recognition justice did not significantly impact female participation, suggesting that acknowledgment alone may not address systemic barriers. The study concludes that fostering self‐efficacy and implementing social justice principles within TVET institutions are essential for promoting gender equity. These findings support policies and practices that empower female students and enhance inclusive learning environments. The research provides actionable insights for educators, policymakers, and institutions, suggesting that initiatives in TVET should include gender‐sensitive teaching, equitable resource distribution, and inclusive decision‐making processes to support gender equity.

Date: 2026
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