Gendered Perspective Flexible Learning Modality in Social Science: Navigating Students' Attitudes and Challenges to Achieve SDG 5 Gender Equality

This study explores the attitudes and challenges faced by students of various genders in Flexible Learning Modality (FLM) within Social Science subjects. It highlights their perspectives and struggles while aiming to support Sustainable Development Goal (SDG) 5: Gender Equality in education. The researcher administered a questionnaire to a representative sample of 365 students across different genders. The findings reveal that students generally hold positive attitudes toward FLM and value its role in facilitating interactive learning. While some challenges may vary across genders, common issues—such as internet connectivity, time management, and the cost of engaging in FLM—were experienced by all genders and were not explicitly linked to gender differences. The researcher observed subtle differences in levels of agreement and experiences among male, female, gay, bisexual, and transgender students. The study underscores the need for inclusivity, flexible learning environments, gender-sensitive training for educators, and continuous feedback to address emerging challenges, including those with moderate agreement. By addressing these challenges and nurturing a more inclusive attitude toward flexible learning, schools can create digital spaces where all students, especially those marginalized gender groups, feel seen, supported, and valued in learning environments. In doing so, they take meaningful steps toward achieving SDG 5 and building a more equitable education system.