ABSTRACT
Equity in engineering refers to how well it accommodates the diverse needs of different social groups. While literature has explored strategies for transforming engineering education, much of this work remains narrowly focused, often neglecting broader, systemic measures for inclusivity. Despite significant policy efforts aimed at transformation, a substantial body of academic research highlights the persistent gender gap in engineering, particularly at the postgraduate level. This study aims to systematically identify the extent and drivers of the gender gap within selected engineering programs. Employing a mixed-methods approach, the study follows a four-step research design combining comparative analysis, qualitative inquiry, and stakeholder engagement. The findings reveal a consistent male bias in postgraduate enrollment, with psychological and emotional challenges emerging as key factors contributing to the persistence of gender imbalances. The study recommends emerging technologies such as artificial intelligence and virtual reality for deployment as part of strategies to address the gender gap.
