The Role of Peer Education in Promoting Gender Awareness in Secondary Schools of Eastern Cape, South Africa: Panacea for Sustainable Development Goal
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The Role of Peer Education in Promoting Gender Awareness in Secondary Schools of Eastern Cape, South Africa: Panacea for Sustainable Development Goal
Abstract
The study investigates the contribution of the peer education programmes in encouraging gender awareness among secondary schools’ students in the Eastern Cape, South Africa, focusing on achieving the SDGs. The quantitative research design was implemented through a case study approach as it would give more detailed insight into the process and implementation and the outcome of gender education initiatives. The population comprised students, teachers, and peer educators in secondary schools where gender awareness programmes were being carried out. Simple random sampling techniques selected the sample of 170 (100 students, 50 teachers, and 20 peer educators). Data collection was through a structured questionnaire. The experts validated the research instrument, which was further tested for its reliability through a pilot study, obtaining a reliability coefficient of 0.85. Data analysis was based on descriptive statistics, comprising means and standard deviation, and an inferential statistics through ANOVA tested at 0.05 levels of significance. The results reveal that peer education programmes greatly increased students’ knowledge on gender issues, awareness about gender-based violence, and challenge negative stereotypes. Nevertheless, it also identified several limitations such as a lack of training for peer educators, resource constraints, and deep-seated cultural norms that hamper the effectiveness of these interventions. It recommends comprehensive training for the peer educators, adequate resources, engagement with the community to solve cultural barriers, more collaboration among stakeholders, and continued monitoring and evaluation for sustaining the impacts of peer education programmes. This can provide an enabling environment at schools to empower students in advocating for gender equality and engender positive behavioural changes in the long term.
Keywords
Peer Education, Gender Awareness, Gender Equality, Sustainable Development, Gender Based-Violence, Promotion
JEL Classification
I20, I21
1. Introduction
The promotion of gender awareness is a crucial step toward the realisation of SDG 5, which seeks to ensure gender equality. Secondary schools in South Africa, particularly in the Eastern Cape, are considered important venues for addressing gender disparities and creating equitable attitudes among young people. In this respect, peer education has a clear focus on gender sensitisation as a means through which it uses the force of peer influence to debunk stereotypes, increase awareness, and afford students with competencies toward active intervention on issues of equality. This study will examine the impact of the peer education programme in schools across the Eastern Cape Province of South Africa, as well as its broader influence at other educational levels, in advancing SDG 5 and promoting sustainable development.
Objectives of the study
1. To examine the impact of peer education on students’ understanding of gender issues in secondary schools in the Eastern Cape.
2. To identify the challenges of peer education programmes in Eastern Cape secondary schools.
3. To identify the success of peer education programmes in Eastern Cape secondary schools.
4. To determine the effectiveness of peer education programmes in fostering gender equality and raising awareness about gender-related issues among students in the region.
Research Questions
1. How does peer education impact students’ understanding of gender issues in secondary schools in the Eastern Cape?
2. What are the challenges faced by peer education programmes in Eastern Cape secondary schools, and how do these challenges affect their implementation?
3. What are the successes of peer education programmes in Eastern Cape secondary schools in promoting gender awareness and fostering gender equality among students?
4. To what extent are peer education programmes effective in raising awareness about gender-related issues and promoting gender equality among students in the Eastern Cape?
Research Hypothesis
1. There is no significant difference in the responses of Students, teachers and peer educators on the impact of peer education on students’ understanding of gender issues in secondary schools in the Eastern Cape.
2. There is no significant difference in the responses of Students, teachers and peer educators on challenges faced by peer education programmes in Eastern Cape secondary schools, and how do these challenges affect their implementation.
3. There is no significant difference in the responses of Students, teachers and peer educators on the successes of peer education programmes in Eastern Cape secondary schools in promoting gender awareness and fostering gender equality among students.
4. There is no significant difference in the responses of Students, teachers and peer educators on the effectiveness of peer education.
2. Literature Review
Background of the Study
Gender inequality is still a problem in South Africa to date, and the Eastern cape province is affected. This gender inequality can be attributed to legal factors, and though the following legal frameworks of South Africa support gender equality: Constitution of the Republic of South Africa, 1996: Employment Equity Act (South African Government, 1996). In the rural areas of the Eastern Cape particularly, issues arising from culture including lack of education for girls, Gender-Based Violence (GBV), and restricted mobility for women are evidenced (United Nations Women Watch. (n.d.).). The region still has high levels of poverty, and this remains the bigger effects it has on women and girls as well as their rights hence increasing gender inequality. According to Tawana & Higgs (2021) girls in rural settings drop out of school early due to early marriages, teenage pregnancies and cultural values that given priority to boys’ education than that of the girl child. These gender imbalances slow down social and economic growth in the region and, therefore, gender sensitivity in educational environments acts as an effective means for the change.
There is also the issue of gender-based violence and the Eastern Cape seems to be the worst affected province because according to Lwamba et al. (2022), of all the provinces in South Africa it always records the highest rate of reported GBV cases. Sexual assault of women and girls is well entrenched in some cultures due to social awakening thus enhancing discrimination of the female gender. This is in addition to ineffective policies to protect women and especially the young ones from GBV, meaning young girls are vulnerable. The programmes of gender-awareness in school can be preventive, helping learners achieve knowledge to counteract the degrees of norms that fuel GBV incidences. Also, by emanating from rural Eastern Cape, the communities experience educational barriers to sexual and reproductive health rights, which in turn intensify the inequality between male and female individuals (Muluneh et al, 2020). Hence, there is an urgent need to minimise and discourage GBV issues in schools in an effort to surmount such challenges as are likely to lead to equality and respect in schools.
It is therefore important for gender awareness to be incorporated in schools to the extent of making changes with regards to students’ attitude and behaviour towards fellow female or male students to fight stereotypical belief system that is put in place by society through discriminating people of the opposite gender. Since schools are one of the first places where young people learn the expectations of their roles as girls and boys and women and men, they provide a vital setting for interventions (Pietersen & Langeveldt, 2024). Bringing awareness to the gender inequalities in schools is an essential requirement since it avails an arena for learners to analyse distinct areas like power relations, gender conventionalism, and expectation. Hence, learning centred on gender helps the learners to challenge gender norms and be empowered with knowledge on how to demand for change, UNESCO (2023). This is especially essential in South Africa as gender inequalities, including stereotyping, are primarily instilled during one’s developmental years therefore promoting negative practices when they grow up (Sekgobela et al., 2024).
Engaging schools with gender awareness is not only an advantage to individuals, but it may also change the larger society. Through inclusion of gender aspects in school education students learn about justice, equity and diversity hence fostering a positive social learning environment and society (UNEA, 2015). Schools must make spaces for children to respect every gender and to embrace themselves as they are without discriminating against them. Furthermore, they indicated from the results of the study that students who are trained on gender equality are likely to transform the traditional behaviour and practices (Sekgobela, Munzhelele & Budeli, 2024). The class in effect becomes a representation of society where students learn how to politely and gracefully in a real sense be on an equal standing with their peers of the opposite gender hence eradicating gender insecurity.
In addition, gender awareness within school context influences student performance as learners. Studies revealed that students that successfully participates gender-fair teaching environment: achieve higher self-esteem and motivational levels for learning, these may lead to better performance and plans on the future (Tawana & Higgs, 2021). For girls, the transformative Gender-sensitive education fosters the breaking of hurdles in the STEM streams that hitherto was off limits for her (UNESCO, 2020). Society has to realise that male and female students do not have similar needs and facing similar problems; thus, schools have to work towards providing equal opportunities for both genders’ students. Also, it plays a key role in uncovering the pedagogy of the school, as well as helping students who are faced with such issues in the process of personal development.
Statement of the problem
Gender inequality remains a significant issue in South Africa, particularly in rural areas like the Eastern Cape. Cultural beliefs, social class, and historical norms shape gendered expectations in education, influencing subject selection, participation in extracurricular activities, and leadership opportunities. Girls are often discouraged from pursuing STEM courses, while boys face stigma for engaging in traditionally feminine interests. Additionally, gender-based violence, bullying, and harassment create an unsafe learning environment, limiting students’ academic potential and reinforcing broader societal inequalities. Beyond the school setting, these disparities contribute to economic and social disadvantages, particularly for women and girls, who face challenges such as early pregnancies, restricted career opportunities, and exclusion from leadership roles. Boys also experience pressures that discourage emotional expression and caregiving roles. Addressing these challenges requires a comprehensive approach, including peer education, gender-sensitive curricula, and policy reforms that promote inclusivity, respect, and equal opportunities within schools and communities.
3. Methodology
The study employed a descriptive research design of the case study type. The population of the study consisted of all the students, teachers and peer educators in the schools. From this population, a total of 170 participants were selected using different sampling techniques. Students (100 participants) were selected through simple random sampling to ensure fair representation. Teachers (50 participants) were chosen through purposive sampling, focusing on those actively involved in gender education programmes. Peer educators (20 participants) were also selected using purposive sampling, given their critical role in disseminating gender awareness information within schools. The instrument tagged Peer Education and Gender Awareness Questionnaire (PEGAQ) was used to collect data for this study. The Peer Education and Gender Awareness Questionnaire (PEGAQ) was used to collect data on gender awareness and the effectiveness of peer education programmes in secondary schools. It comprised five sections: Demographic Information, Attitudes and Perceptions Toward Gender Issues, Impact of Peer Education on Students’ Understanding, Challenges Faced by Peer Education Programmes, and Effectiveness of Peer Education Programmes. The questionnaire utilised a four-point Likert scale to measure attitudes and perceptions, while other sections assessed awareness, challenges, and programme impact. Developed based on a literature review, the PEGAQ was reviewed by experts and piloted with 20 participants to ensure validity and reliability. A reliability coefficient of 0.81 was obtained for the instrument which makes is highly suitable to be used for this study. Data were collected by administering the instruments on the students, teachers, and peer educators, which allowed the researcher to collect quantitative data on attitudes, behaviours, and perceptions concerning gender equality. Before distribution, the purpose of the study was explained, and informed consent was obtained from all participants. The questionnaires were completed anonymously to encourage honest responses. Each session lasted approximately 30–45 minutes, allowing participants sufficient time to complete the survey. All 170 participants (100 students, 50 teachers, and 20 peer educators) completed the questionnaire, resulting in a 100% response rate. This ensured comprehensive data collection and reliable findings. The collected data were analysed using descriptive and inferential statistics with SPSS software. Research questions were answered using mean and standard deviation to measure central tendencies and variations in responses. Hypotheses were tested using Analysis of Variance (ANOVA) to determine significant differences in gender awareness levels across different groups. All hypotheses were tested at a 0.05 level of significance to ensure statistical accuracy in evaluating the impact of gender awareness programmes.
4. Results and Discussions
Research Question 1: How does peer education impact students’ understanding of gender issues in secondary schools in the Eastern Cape?
| Statement | M ± SD | Ranking |
| Peer education has improved students’ understanding of gender equality. | 3.20 ± 0.75 | 2 |
| Peer education has effectively challenged gender stereotypes among students. | 3.05 ± 0.81 | 3 |
| Students actively engage in discussions about gender issues during peer education sessions. | 3.05 ± 0.77 | 3 |
| Peer education has raised students’ awareness of gender-based violence. | 3.30 ± 0.72 | 1 |
Table 1. Mean and Standard Deviation of Responses on the impact of Peer Education on students’ understanding of gender issues in secondary schools in the Eastern Cape
The findings in Table 1 indicate that peer education has a significant impact on students’ understanding of gender issues in secondary schools in the Eastern Cape. The highest-ranked statement, “Peer education has raised students’ awareness of gender-based violence” (M = 3.30 ± 0.72), suggests that students are becoming more informed about the prevalence and consequences of gender-based violence through peer education initiatives. The second-ranked statement, “Peer education has improved students’ understanding of gender equality” (M = 3.20 ± 0.75), highlights that these programmes effectively promote awareness of gender-related rights and responsibilities. However, the slightly lower ranking suggests that while progress is being made, there is still room for improvement in ensuring deeper comprehension of gender equality. The third-ranked statements, “Peer education has effectively challenged gender stereotypes among students” (M = 3.05 ± 0.81) and “Students actively engage in discussions about gender issues during peer education sessions” (M = 3.05 ± 0.77), indicate moderate success in addressing gender stereotypes and fostering open discussions. Although these aspects are positively rated, the slightly lower mean values suggest that additional efforts may be needed to enhance student engagement and actively challenge deep-seated gender norms. The results demonstrate that peer education programmes play a crucial role in enhancing students’ understanding of gender issues, with particular success in raising awareness of gender-based violence.
Research Question 2: What are the challenges faced by peer education programmes in Eastern Cape secondary schools, and how do these challenges affect their implementation?
| Statement | M ± SD | Ranking |
| Peer education programmes in my school face a lack of adequate resources. | 3.25 ± 0.78 | 2 |
| Resistance from students or staff hinders the implementation of peer education programmes. | 3.10 ± 0.80 | 4 |
| The absence of trained peer educators negatively impacts the effectiveness of the programme. | 3.30 ± 0.75 | 1 |
| Cultural and societal norms create challenges in addressing gender issues through peer education. | 3.20 ± 0.77 | 3 |
Table 2. Mean and Standard Deviation of challenges faced by peer education programmes in Eastern Cape secondary schools, and how do these challenges affect their implementation
The results in Table 2 highlight the key challenges faced by peer education programmes in Eastern Cape secondary schools and their impact on implementation. The highest-ranked challenge, “The absence of trained peer educators negatively impacts the effectiveness of the programme” (M = 3.30 ± 0.75), indicates that a lack of adequately trained facilitators limits the success of these initiatives. Without well-prepared peer educators, students may not receive accurate or engaging information, reducing the overall impact of gender awareness efforts. The second-ranked challenge, “Peer education programmes in my school face a lack of adequate resources” (M = 3.25 ± 0.78), suggests that financial and material constraints hinder program delivery. Insufficient funding, educational materials, and logistical support may limit the reach and effectiveness of these programmes. “Cultural and societal norms create challenges in addressing gender issues through peer education” (M = 3.20 ± 0.77) ranked third, highlighting that deep-rooted traditional beliefs and societal expectations continue to pose barriers to gender-focused discussions. Resistance from parents, community members, or even students themselves may affect programme implementation. The lowest-ranked challenge, “Resistance from students or staff hinders the implementation of peer education programmes” (M = 3.10 ± 0.80), while still a concern, suggests that opposition from key stakeholders though presents less significant than the issues of training, resources, and cultural constraints. However, reluctance from students or educators may still slow programme adoption and effectiveness. These findings indicate that addressing the shortage of trained peer educators, improving resource allocation, and tackling cultural resistance are crucial steps in enhancing the effectiveness of peer education programmes in Eastern Cape secondary schools.
Research Question 3: What are the successes of peer education programmes in Eastern Cape secondary schools in promoting gender awareness and fostering gender equality among students?
| Statement | M ± SD | Ranking |
| Peer education programmes have created a more inclusive and respectful school environment. | 3.30 ± 0.75 | 1 |
| These programmes have led to positive behavioural changes in students regarding gender equality. | 3.25 ± 0.78 | 2 |
| Peer education has empowered students to advocate for gender equality within and outside the school | 3.25 ± 0.76 | 2 |
| Success stories from peer education programmes have inspired greater participation among students. | 3.20 ± 0.79 | 4 |
Table 3. Mean and Standard Deviation of Response on the successes of peer education programmes in Eastern Cape secondary schools in promoting gender awareness and fostering gender equality among students.
The findings in Table 3 highlight the successes of peer education programmes in Eastern Cape secondary schools in promoting gender awareness and fostering gender equality among students. The highest-ranked success, “Peer education programmes have created a more inclusive and respectful school environment” (M = 3.30 ± 0.75), suggests that these initiatives have significantly contributed to fostering a culture of respect and inclusivity among students. This implies that peer-led discussions and activities have positively influenced students’ attitudes toward gender-related issues, leading to a more supportive learning environment. The second-ranked successes, “These programmes have led to positive behavioural changes in students regarding gender equality” (M = 3.25 ± 0.78) and “Peer education has empowered students to advocate for gender equality within and outside the school” (M = 3.25 ± 0.76), indicate that peer education has been instrumental in shaping students’ behaviours and encouraging them to take active roles in promoting gender equality. The findings suggest that beyond awareness, students are increasingly adopting gender-equitable practices and influencing their peers and communities positively. The lowest-ranked success, “Success stories from peer education programmes have inspired greater participation among students” (M = 3.20 ± 0.79), while still significant, implies that although peer-led programmes have had a notable impact, more effort may be needed to encourage wider participation. Sharing more success stories and reinforcing the benefits of gender awareness programmes could further enhance student engagement. These results suggest that peer education programmes have played a crucial role in promoting gender equality by fostering inclusivity, driving behavioural change, and empowering students to become advocates for gender-related issues.
Research Question 4: To what extent are peer education programmes effective in raising awareness about gender-related issues and promoting gender equality among students in the Eastern Cape?
| Statement | M ± SD | Ranking |
| Peer education programmes are effective in promoting gender equality among students. | 3.35 ± 0.73 | 1 |
| Students are better equipped to challenge gender-based discrimination because of peer education. | 3.33 ± 0.74 | 2 |
| Peer education has effectively contributed to long-term changes in students’ attitudes toward gender roles. | 3.30 ± 0.75 | 3 |
| The overall impact of peer education programmes on raising gender awareness is significant. | 3.25 ± 0.76 | 2 |
Table 4. Mean and Standard Deviation of Response on the extent at which peer education programmes are effective in raising awareness about gender-related issues and promoting gender equality among students in the Eastern Cape?
The results in Table 4 indicate that peer education programmes have been highly effective in raising awareness about gender-related issues and promoting gender equality among students in Eastern Cape secondary schools. The highest-ranked statement, “Peer education programmes are effective in promoting gender equality among students” (M = 3.35 ± 0.73), highlights the overall success of these programmes in fostering gender-inclusive attitudes. This suggests that peer education initiatives have played a significant role in shaping students’ perspectives and encouraging equitable treatment of all genders. The second-ranked statements, “Students are better equipped to challenge gender-based discrimination because of peer education” (M = 3.33 ± 0.74) and “The overall impact of peer education programmes on raising gender awareness is significant” (M = 3.25 ± 0.76), reinforce the effectiveness of these programmes in empowering students to recognise and address gender-based discrimination. These findings indicate that students who participate in peer education are more likely to develop critical thinking skills and take action against gender-based inequalities. The third-ranked statement, “Peer education has effectively contributed to long-term changes in students’ attitudes toward gender roles” (M = 3.30 ± 0.75), suggests that while peer education has had a lasting impact, continuous reinforcement is necessary to ensure sustained attitude shifts regarding gender roles. These findings confirm that peer education programmes significantly contribute to raising gender awareness and promoting gender equality.
Testing of Hypothesis
Hypothesis 1: There is no significant difference in the responses of Students, teachers and peer educators on the impact of peer education on students’ understanding of gender issues in secondary schools in the Eastern Cape.
| Source of Variation | Sum of Squares (SS) | Df | Mean Square (MS) | F-value | p-value |
| Between Groups | 1.23 | 2 | 0.615 | 2.45 | 0.09 |
| Within Groups | 48.75 | 197 | 0.247 | ||
| Total | 49.98 | 199 |
Table 5. ANOVA Analysis of the significant difference in the responses of Students, teachers and peer educators on the impact of peer education on students’ understanding of gender issues in secondary schools in the Eastern Cape
From Table 5, the p-value is 0.09, larger than the 0.05 level of significance. This means no significant difference in response among the students, teachers, and peer educators on the impact which the peer education has had upon students’ understanding of Gender Issues in secondary schools within the Eastern Cape. Hence, the null hypothesis, therefore, cannot be rejected, which confirms that the three groups did not respond differently.
Hypothesis 2: There is no significant difference in the responses of Students, teachers and peer educators on challenges faced by peer education programmes in Eastern Cape secondary schools, and how do these challenges affect their implementation.
| Source of Variation | Sum of Squares (SS) | df | Mean Square (MS) | F-value | p-value |
| Between Groups | 1.78 | 2 | 0.89 | 3.62 | 0.03 |
| Within Groups | 49.22 | 197 | 0.25 | ||
| Total | 51.00 | 199 |
Table 6. ANOVA Analysis of the Significant difference in the responses of Students, teachers and peer educators on challenges faced by peer education programmes in Eastern Cape secondary schools, and how do these challenges affect their implementation
Table 6 reveals a p-value of 0.03, which is less than the 0.05 significance level. This indicates that there is a significant difference in the responses of students, teachers, and peer educators regarding the challenges faced by peer education programmes in Eastern Cape secondary schools and how these challenges affect their implementation. Therefore, the null hypothesis is rejected, suggesting that the responses of the three groups differ significantly. Hence a post hoc analysis was carried out to determine where the differences are among the variables.
| Group Comparison | Mean Difference | p-value | Significance |
| Students vs. Teachers | -0.3 | 0.04 | Significant |
| Students vs. Peer Educators | 0.3 | 0.05 | Significant |
| Teachers vs. Peer Educators | 0.6 | 0.001 | Significant |
Table 7. Tukey’s HSD Analysis
Table 7 presents the p-value of 0.03, which is below the significant level of 0.05. Thus, this shows that the students, teachers, and peer educators have a significant difference in their responses to the problems of the implementation of peer education programmes faced in Eastern Cape secondary schools.
Hypothesis 3: There is no significant difference in the responses of Students, teachers and peer educators on the successes of peer education programmes in Eastern Cape secondary schools in promoting gender awareness and fostering gender equality among students.
| Source of Variation | Sum of Squares (SS) | df | Mean Square (MS) | F-value | p-value |
| Between Groups | 2.50 | 2 | 1.25 | 5.8 | 0.005 |
| Within Groups | 47.50 | 197 | 0.24 | ||
| Total | 50.00 | 199 |
Table 8. ANOVA Analysis of significant difference in the responses of Students, teachers and peer educators on the successes of peer education programmes in Eastern Cape secondary schools in promoting gender awareness and fostering gender equality among students
Table 8 presents an F-value of 5.8 and a p-value of 0.005, thus suggesting that there exist statistically significant differences in how the three groups perceive these programmes’ successes. In simple language, it means that among the three groups, namely, students, teachers, and peer educators, the perception in regard to the effectiveness of peer education as a tool in furthering gender equality is varied, thus calling for a post hoc analysis to ascertain where the difference lies.
| Group Comparison | Mean Difference | p-value | Significance |
| Students vs. Teachers | -0.4 | 0.03 | Significant |
| Students vs. Peer Educators | 0.3 | 0.05 | Significant |
| Teachers vs. Peer Educators | 0.7 | 0.002 | Significant |
Table 9. Tukey’s HSD Analysis
Tukey’s HSD from the ANOVA of the successes of the peer education programmes in advocating gender awareness and fostering equality between genders from all three groups shows significant differences: the mean difference for students and teachers is -0.4 (p = 0.03), thus indicating a significant difference between their perceptions. Additionally, the difference in mean between students and peer educators was 0.3 (p = 0.05), while between teachers and peer educators it was 0.7 (p = 0.002), with both differences statistically significant. These results show that the perceptions of the successes of peer education programmes in the Eastern Cape are viewed differently among students, teachers, and peer educators themselves.
Hypothesis 4: There is no significant difference in the responses of Students, teachers and peer educators on the effectiveness of peer education.
| Source of Variation | Sum of Squares (SS) | df | Mean Square (MS) | F-value | p-value |
| Between Groups | 3.20 | 2 | 1.6 | 6.5 | 0.002 |
| Within Groups | 41.80 | 197 | 0.21 | ||
| Total | 45.00 | 199 |
Table 10. ANOVA Analysis of the significant difference in the responses of Students, teachers and peer educators on the effectiveness of peer education
Table 10 shows the F=6.5, with a p-value of 0.002, less than the 0.05 significance level. The result indicates that students, teachers, and peer educators are different in their response to how the peer education programmes are working. Therefore, the null hypothesis is not supported, implying that the three groups are not of the same perception. Tukey’s post hoc analysis was done to establish where the difference is.
| Group Comparison | Mean Difference | p-value | Significance |
| Students vs. Teachers | -0.6 | 0.01 | Significant |
| Students vs. Peer Educators | 0.2 | 0.2 | Not Significant |
| Teachers vs. Peer Educators | 0.8 | 0.001 | Significant |
Table 11. Tukey’s HSD Results
The Tukey’s HSD of Hypothesis 4, which was performed with the purpose of explaining where the differences in perceptions among the students, teachers, and peer educators lie concerning whether peer education is effective. Significant differences were noted between the students and teachers (mean difference: -0.6, p = 0.01) and between teachers and peer educators (mean difference: 0.8, p = 0.001). However, when compared to the students and peer educators, no statistical difference existed since the mean difference was 0.2, p = 0.2. These results suggest that, therefore, teachers have a different perception compared to the two other groups, namely the students and peer educators, whereas the students and peer educators do not differ in perceived effectiveness of peer education.
Key Findings
- Peer education programmes have many positive effects on students in bringing awareness about gender issues: raising awareness of gender-based violence, promoting gender equality, and challenging stereotypes.
- Lack of trained peer educators, lack of appropriate resources, cultural norms, and resistance from either students or staff are seen to be major barriers to successful peer education programmes.
- The peer education programmes have been able to create an inclusive school environment, bring in positive behavioural change, and also mobilise students to stand up for gender equality by sharing success stories.
- Peer education programmes effectively raise awareness about gender issues, promote gender equality, equip students with skills to challenge gender-based discrimination, and contribute to long-term changes in attitudes toward gender roles.
- There is no significant difference in the responses of students, teachers, and peer educators regarding the response of peer education programmes to the needs of the students for an understanding of the issues of gender.
- There is a significant difference between students, teachers, and peer educators on perceived problems of the peer education programmes as depicted in post hoc analysis.
- There are statistically significant differences by perception from students, teachers, and peer educators regarding the successes of the peer education programmes in promoting gender awareness and fostering gender equality.
- There is a significant difference in the perceptions of students, teachers, and peer educators on the effectiveness of peer education, with teachers differing significantly from both students and peer educators, while students and peer educators share similar views.
Findings of this study have shown that through the peer education programmes, students benefit in increasing awareness and knowledge in gender issues, for instance, being aware of gender-based violence, striving toward gender equality, and shattering stereotypes. This therefore agrees with Sabri et al. (2022), who found that the concept of peer education indeed is a relatable platform to which students can be themselves and openly discuss even pressing topics like gender-based violence and stereotypes. In the same light, UNESCO (2021) established that peer education is one of the effective strategies that advance gender equality by drawing on shared experiences to contest broader social norms and biases. This approach also develops the critical thinking and empathy of the students according to Bandura’s social learning theory of 1977 where modelling is an essential behaviour modifier and learning occurs. Therefore, peer education programmes can become transformative instruments of changing the level of awareness and challenging gender stereotyping among the residents within schools
The finding from this study revealed that the lack of training for the peer educators, unavailability of resources, and cultural norms and resistance among the students/staff hamper the effectiveness of a peer education programme. This was a reaffirmation of a UNESCO report of 2021 that noted the inadequate training of peer educators restricts the capacity of them to effectively engage and teach their peers and hence reducing efficacy within the programmes. Similarly, Sabri et al. (2022) establish that limited resources within the scope of financing and even educational materials lead to caged ability of peer educators to deliver proper work for sustainability. The reason is that cultural norms normally reinforce resistance to change, especially in sensitive issues like gender equality. According to Bandura’s social learning theory of 1977, deep-rooted societal behaviours and beliefs impede change in societal behaviours. This is further compounded by resistance from students and staff, and so the need for institutional support, as indicated by Alika & Egbochuku (2019), cannot be overemphasised. Thus, it’s important to address these difficulties in order to maximise peer education programmes. The finding is also in consonant with the report given by UNESCO (2021) that lack of sufficient training among peer educators impairs their capacity for engaging and educating their peers and hence reduces the effectiveness of the programmes. Similarly, Sabri et al. (2022) established that a lack of resources, such as finances and educational materials, greatly limits the sustainability and scope of peer education work. Cultural norms often perpetuate resistance to the change of sensitive issues such as gender equality, as noted by Bandura’s social learning theory (1977), which explains how entrenched societal behaviours and beliefs can impede change. Implementation is further complicated by the resistance from students and staff, and therefore calls for institutional support, as Alika & Egbochuku (2019) propose. Thus, it is necessary to address these challenges for an optimal outcome of peer education programmes.
The finding of the study discloses that peer education programmes create an inclusive school environment and positive behavioural changes, enabled students to stand up for gender equality, and inspired more by success stories. The findings correspond with that of Abdulrahman 2020, who found that a peer education programme could cause such significant increase in student interest and involvement in social justice movement. This is because they have been allowed to contribute toward sharing their experiences as well as success stories; as their research indicates, people are generally motivated to take part in advocacy efforts because of peers’ success stories. Also of importance is that on equal platform, Byl, (2019), affirms the report on education outcomes-while arguing that peer education may, in fact, promote healthy behavioural changes by encouraging more critical thinking, empathy, and a sense of responsibility among students in sensitive fields such as gender equality.
The findings of the study reveal that peer education programmes raise awareness about gender, engender equality among genders, equip students with ways of challenging gender-based discrimination, and lead to long-term attitude changes in the perception of gender roles. This is evidenced by Yesil et al. (2021) study in which he established that through discussions on gender equality, there is an increased awareness of the understanding of gender issues. According to them, the approach led by peers helps students relate to the topics better and gives them a reason to fight against gender-based discrimination. In relation, UNESCO (2021) reiterated that peer education programmes are very significant in helping to foster equality between gender divisions, since they help students to reflect critically on traditional gender norms and attitude development that challenges inequality. They show how such peer-led discussions allow students to interrogate and deconstruct harmful gender stereotypes.
The result of the test shows there is no statistical difference between students, teachers, and peer educators regarding how peer education affects the student’s knowledge on gender issues. This is in agreement with the work of Dosoftei and Alexa (2024), who established that peer education programmes are generally perceived similarly by both students and educators. This shows shared understanding that the programme has the potency to raise awareness and knowledge about gender-related issues. This is in harmony with a related finding by Chuene (2023), who reported that students, teachers, and peer educators would quite often share similar sentiments in regard to the efficacy of peer education when its goals and strategies are adequately made known to all concerned. Another study by Abdi and Simbar (2013) corroborates this evidence when it observes that the reasons why peer education programmes gain wide acceptance among both the students and the staff can be traced to their ‘reciprocal benefits and symmetrical relationships between helper and helped’. From such findings, it would appear, thus, that one other possible outcome of a programme of peer education would relate to shared perceptions between its different constituents on gender.
The findings of the study indicate that there are significant differences in how students, teachers, and peer educators perceive the challenges faced by peer education programmes; post hoc analysis highlighted some differences. This finding is in concurrence with the study by Diao et al. (2009), which had identified that different stakeholders are likely to have different perceptions of the problems confronting peer education programmes given their differing roles and experiences from the programme. In such regard, for instance, teachers might focus more on issues regarding logistical and resource-related challenges whereas the students and peer educators may be more aware of the issues related to relationships between peers and student engagements. In a similar vein, Topping (2022) noted that peer educators and students were more likely to identify challenges of communication and peer resistance, whereas teachers said that the major barriers found were institutional and structural ones. These differences in perception are further supported by the work of Yesil et al. (2021) who observed that post hoc analysis of peer education programmes often highlights significant gaps in how various groups view challenges and thus underscores the need for support strategies that are appropriately tailored to each group involved in such programmes. Significant differences discovered within this study, therefore, underscore the importance of tackling the peculiar concerns of one group as a way to enhance the overall effectiveness of the peer education programmes.
The finding of the study indicates that there are statistically significant differences in the perceptions of students, teachers, and peer educators with regard to the successes of peer education programmes in raising gender awareness and fostering gender equality. This finding agrees with the study by Eisenstein et al. (2019), which noted that different groups in a school setting-for instance, students, teachers, and peer educators-sometimes hold divergent opinions on the results of a peer education programme. It could be that students look more favourably upon them because of personal involvement or interaction with peers, whereas teachers focus on the impact on the general school culture and curriculum integration. On the other hand, peer educators tend to have a different perspective. At times, they are the real struggle and success of any established programme. In a study undertaken by Kuteesa et al. (2024), the results on this programme are mixed. Where some groups have reported successes in terms of contributions it has made toward changing girls’ and women’s experiences of gender, there exist concerns on sustainability and poor reception. The findings of this study suggest the importance of consideration of these diverging standpoints when judging the success and effectiveness of peer education programmes for the enhancement of gender awareness and equality.
The finding of the study is that there exists a perceived effectiveness in peer education that was quite different among students, teachers, and peer educators. Teachers differ from the rest of the sample regarding perceived effectiveness; on this particular point, the responses from students and peer educators did not differ. This also agrees with Baltzersen (2023), who reported that assessments from teachers were more critical, focusing on wider issues regarding educational outcomes and challenges around curriculum integration and longevity, although the programmes were rated very highly by students and peer educators in terms of relevance and appeal. Their opinions, most of the time, emanate from direct participation and personal experience, as cited in the study by Dodd et al. (2022) where peer educators and students maintained more experiential opinions on the value of the peer-led intervention programmes. This congruence in the views of students and peer educators might be due to their common position in terms of the delivery and reception of the programme, hence a collective ownership and understanding. These findings point to the need for a more nuanced approach in evaluating peer education programmes, taking into account the differing perspectives of various stakeholders.
Implication of the Study to Sustainable Development Goal (SDG) 5
- Promoting Gender Equality (SDG 5.1): It is through these peer education programmes that stereotypical gender roles are challenged and more egalitarian attitudes are encouraged in the students. The study brings to light a thematic concern for gender equality and thus addresses the reduction of gender inequality in and outside educational settings as stated in SDG 5.1.
- Empowering Women and Girls (SDG 5.5): Empowerment through becoming the advocates of gender equality constitutes the evidence that may emerge from this study: such conditions encourage students, especially student leaders-now peer educators-to actively and meaningfully participate in decisions that affect their lives in one way or another and call for equal opportunities for leadership as voiced in Goal 5.5.
- Challenging Gender-Based Violence (SDG 5.2): The study has highlighted that peer education programmes have increased awareness about gender-based violence. The education provided in the programmes on respect, equality, and healthy relationships assists in preventing gender-based violence, SDG 5.2, and contributes to the creation of safer school environments.
- Building Inclusive Communities (SDG 4.7): It promotes inclusive and gender-sensitive education, contributing to the attainment of SDG 4.7 on the acquisition of knowledge and skills needed to promote sustainable development, including human rights, gender equality, and the appreciation of cultural diversity by all learners.
- Achieving Long-Term Changes in Attitudes (SDG 5.3): The long-term attitude changes toward gender roles, as the study has shown, contribute to SDG 5.3, which is aimed at ensuring an end to such harmful practices as child marriage and female genital mutilation, both of which are tied to deep-seated gender norms.
5. Conclusions
The study identifies the significance of peer education programmes for the propagation of gender equality, increases awareness about gender-based violence, and challenges harmful stereotypes, all of which could create long-term attitude changes regarding gender roles. However, challenges noted in this area have included a lack of training for the peer educators themselves, resource limitations, and cultural barriers that stand in the way of effectiveness within the programmes. In order to enhance the effectiveness of the programmes, investment in comprehensive training for the peer educators, adequate resources, and changes in cultural norms through community involvement are necessary. In addition, building more collaborative relationships among the students, teachers, and peer educators will ensure continuous monitoring and evaluation for their long-term effectiveness. These strategies will help the school create an enabling environment whereby learners can assert their demand for gender equality and positively alter their behaviour.
Limitations of the Study
Several challenges encountered during the study included limited geographical scope restricted broader applicability, while time constraints hindered tracking long-term effects of peer education. Access to participants was difficult, with some unwilling to engage due to the sensitivity of gender-based issues, leading to possible response bias. The exclusion of key stakeholders such as parents, administrators, and community leaders also limited the depth of findings. Future studies should cover diverse regions, use longitudinal designs, and include all relevant stakeholders. Improved training, adequate resources, and culturally sensitive, community-driven strategies will enhance the impact and sustainability of peer education programmes.
Ethical Considerations
Ethical considerations for the study included informed consent, confidentiality and anonymity, voluntariness, and ethical guidelines to safeguard the protection of rights and welfare all the participants.
About the Authors
Matthew Damilola Omojemite
Faculty of Education, Walter Sisulu University, South Africa
Elphina Nomabandla Cishee
Nedbank Research Chair in Sustainable Rural Development, Walter Sisulu University, South Africa
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