Barriers to gender equity in STEM distance learning: Perspectives from Indonesian students

Gender inequality remains a critical issue in science, technology, engineering, and mathematics (STEM), particularly in open and distance education (ODE) contexts. This study explores the gender-specific barriers experienced by undergraduate students in STEM programs at Universitas Terbuka, Indonesia’s national open university. Using a mixed-methods approach involving survey data from 210 students and thematic analysis of open-ended responses, the research identifies key challenges including family responsibilities, lack of role models, low self-efficacy, financial constraints, and societal expectations. These challenges disproportionately affect female students, particularly those balancing academic demands with domestic obligations and limited access to digital infrastructure. Multiple linear regression analysis reveals that factors such as low self-efficacy (p = .041), task prioritization (p = .020), and family responsibilities (p = .028) significantly predict perceptions of gender disparity in e-learning. Although a majority of students (84.77%) acknowledge institutional support for gender equality, the absence of formal mentorship structures and gender-sensitive instructional strategies undermines these efforts. Qualitative responses further underscore the psychological and sociocultural dimensions of exclusion, including stereotype threat and digital marginalization. The findings suggest that bridging the gender gap in STEM requires not only equitable access but also structural, cultural, and psychological support tailored to women’s diverse experiences. The study advocates for intersectional and systemic reforms to foster a more inclusive digital learning environment in STEM, particularly within ODE institutions in developing countries.