Assessment of the Correlation Between Knowledge, Attitude, and Practices on Gender Equality in the Sustainable Developmental Goals Among Filipino College Students
DOI:
https://doi.org/10.54536/ajahs.v5i3.7911Keywords:
Attitudes, Filipino College Student, Gender Equality, Knowledge, Practices, SDG5Abstract
Gender equality remains a fundamental principle of the United Nations Sustainable Development Goals, particularly Sustainable Development Goal 5 (SDG 5), which emphasizes the promotion of equal rights, opportunities, and participation regardless of gender. Despite increasing institutional efforts to promote gender awareness in higher education, the extent to which students’ knowledge and attitudes toward gender equality translate into actual gender-equal practices remains insufficiently understood, particularly within the Philippine higher education context. This study aimed to determine the levels of knowledge, attitudes, and practices toward gender equality among Filipino college students and to examine whether knowledge and attitudes significantly predict gender equality practices. A quantitative descriptive-correlational research design was employed involving 271 college students selected through simple random sampling. Data were collected using a validated researcher-administered questionnaire and analyzed using descriptive statistics, Spearman’s rho correlation, and multiple linear regression at the .05 level of significance. The findings revealed that respondents generally demonstrated high levels of knowledge, positive attitudes, and favorable practices toward gender equality. Correlation analysis showed a very weak positive relationship between knowledge and attitudes toward gender equality (r = .096), while attitudes demonstrated a weak but statistically significant positive relationship with gender equality practices (r = .242). In contrast, knowledge showed a statistically significant negative relationship with practices (r = -.356), suggesting that higher levels of knowledge do not necessarily correspond to stronger engagement in gender-equal behaviors. Furthermore, regression analysis indicated that attitudes significantly and positively predicted gender equality practices, whereas knowledge emerged as a significant negative predictor. These findings suggest that attitudes play a more influential role than knowledge in shaping gender-equal practices among college students. Although students may possess adequate awareness and understanding of gender equality concepts, knowledge alone may not be sufficient to promote behavioral application. Rather, the development of positive attitudes toward gender inclusivity, respect, and equality appears to be more critical in encouraging the actual practice of gender-equal behaviors. The study highlights the importance of strengthening values formation, attitude-oriented interventions, and experiential gender education programs within higher education institutions to foster meaningful and sustainable gender equality practices among students.
Downloads
References
Ahankari, A., Ovseiko, P. O., Kabra, P., Giridhari, S., Rayamane, K. K., Whitfield, C., Ali, P., & Hayter, M. (2024). Knowledge, attitudes, and behaviours about gender equality: A cross-sectional survey of adolescents from rural India. F1000Research, 11, 1045. https://doi.org/10.12688/f1000research.124577.1
Alvero, J. C. M., Matres, R. B., & Briz, A. J. (2025). College students’ engagement with SDG 5 in a private higher education institution in Laguna, Philippines: Basis for a gender equality advocacy program. Cognizance Journal of Multidisciplinary Studies, 5(10), 541–557. https://doi.org/10.47760/cognizance.2025.v05i10.051
Amanah, M. A., Abdullah, H., & Abdul Ghafar, N. (2018). Knowledge, attitude and practice on dengue among university students. International Journal of Community Medicine and Public Health, 5(11), 4720–4724. https://doi.org/10.18203/2394-6040.ijcmph20184562
Bayudan-Dacuycuy, C. (2019). Outside looking in: Gendered perspectives in work and education. Philippine Institute for Development Studies. https://doi.org/10.62986/bk2019.02
Bejasa, V. B. (2024). Knowledge, attitude, and practices on gender equality among public senior high school students. University of Bohol Multidisciplinary Research Journal, 12(1), 108–129. https://doi.org/10.15631/422mk465
Bongco, R. T., & Abenes, R. D. (2019). Clash of spheres: The paradox of being a female teacher in the Philippines. Beijing International Review of Education, 1(2–3), 443–459. https://doi.org/10.1163/25902539-00102012
Casabianca, E., Ravanos, P., & Smallenbroek, O. (2024). JRC statistical audit of the Equal Measures 2030 SDG Gender Index 2024 (JRC138804). Publications Office of the European Union. https://doi.org/10.2760/615176
Casas, K. M. M., Consolacion, R. A., Leuterio, J. V., Pabatang, O. A., Jr., & Zabala, V. B. (2024). Assessment of students’ awareness and attitude towards gender sensitivity. Asia Research Network Journal of Education, 4(3), 150–161. https://doi.org/10.13140/RG.2.2.32713.25445
Cristea, M., & Gheorghiu, A. (2016). Attitude, perceived behavioral control, and intention to adopt risky behaviors. Transportation Research Part F: Traffic Psychology and Behaviour, 43, 157–165. https://doi.org/10.1016/j.trf.2016.10.004
Fontanos, N., & Ocampo, D. J. (2019). Re-framing gender disparities in basic education in the Philippines. https://doi.org/10.13140/RG.2.2.32006.73285
Hassan, L. M., Shiu, E., & Shaw, D. (2016). Who says there is an intention–behaviour gap? Assessing the empirical evidence of an intention–behaviour gap in ethical consumption. Journal of Business Ethics, 136(2), 219–236. https://doi.org/10.1007/s10551-014-2440-0
Jahan, M. (2021). Assessment of knowledge, attitude and practices towards gender equality in achieving SDG5. The Journal of Indonesia Sustainable Development Planning, 2(3), 290–306. https://doi.org/10.46456/jisdep.v2i3.209
Joshua, J., & Neri, M. (2025). Gender equality in education: A systematic analysis of educational equity between males and females in Southeast Asia. Perfect Education Fairy, 3(2), 48–55. https://doi.org/10.56442/pef.v3i2.1134
La Barbera, F., & Ajzen, I. (2020). Control interactions in the theory of planned behavior: Rethinking the role of subjective norm. Europe’s Journal of Psychology, 16(3), Article e2056. https://doi.org/10.5964/ejop.v16i3.2056
Lee, M., Kang, B.-A., & You, M. (2021). Knowledge, attitudes, and practices (KAP) toward COVID-19: A cross-sectional study in South Korea. BMC Public Health, 21(1), Article 295. https://doi.org/10.1186/s12889-021-10285-y
Liao, X., Nguyen, T. P. L., & Sasaki, N. (2022). Use of the knowledge, attitude, and practice (KAP) model to examine sustainable agriculture in Thailand. Regional Sustainability, 3(1), 41–52. https://doi.org/10.1016/j.regsus.2022.03.005
Lima, R., & Guedes, G. (2024). Sustainable development goals and gender equality: A social design approach on gender-based violence. Sustainability, 16(2), Article 914. https://doi.org/10.3390/su16020914
Lopez, M. S., & Andal, E. Z. (2024). Gender-responsive pedagogy and attitude toward sensitivity in basic education. TWIST, 19(3), 583–588. https://twistjournal.net/twist/article/view/393
Lozano, E. B. (2018). Knowledge, attitudes and practices on dengue and Zika viruses from four institutional divisions of Cebu Normal University, Cebu City, Philippines. International Journal of Mosquito Research, 5(4), 33–38. https://www.dipterajournal.com/archives/2018/5/4/A/5-3-12
Maharajan, M. K., Rajiah, K., Belotindos, J. S., & Basa, M. S. (2020). Social determinants predicting the knowledge, attitudes, and practices of women toward Zika virus infection. Frontiers in Public Health, 8, Article 170. https://doi.org/10.3389/fpubh.2020.00170
Malik, A., Abrar, D., Khan, N. A., & Alhussami, A. M. (2025). Sustainable development goals: Students’ perception on quality education, gender equality, and sustainability. Discover Sustainability, 6(1). https://doi.org/10.1007/s43621-025-01288-5
McEachan, R., Taylor, N., Harrison, R., Lawton, R., Gardner, P., & Conner, M. (2016). Meta-analysis of the reasoned action approach (RAA) to understanding health behaviors. Annals of Behavioral Medicine, 50(4), 592–612. https://doi.org/10.1007/s12160-016-9798-4
Medina-Hernández, E. J., & Fernández-Gómez, M. J. (2024). Multi-way analysis of the gender dimension of the sustainable development goals. Social Indicators Research, 172(2), 517–541. https://doi.org/10.1007/s11205-023-03273-9
Mentrikoski, J. M., Duncan, C. L., Enlow, P. T., & Aballay, A. M. (2019). Predicting adolescents’ intentions to engage in fire risk behaviors: An application of the theory of planned behavior. Burns, 45(5), 1242–1250. https://doi.org/10.1016/j.burns.2019.02.006
Merma-Molina, G., Urrea-Solano, M., & Hernández-Amorós, M. J. (2023). The integration of gender equality (SDG 5) into university teaching: The view from the frontline. Innovative Higher Education, 49(3), 419–452. https://doi.org/10.1007/s10755-023-09668-3
Muñoz-Mazón, A. I., Villacé-Molinero, T., Fuentes-Moraleda, L., & Jiménez, P. M. (2024). The influence of a gender equality course in tourism on university students’ SDG knowledge, attitude and practice (KAP). International Journal of Sustainability in Higher Education, 26(5), 1096–1117. https://doi.org/10.1108/IJSHE-02-2024-0140
Paqueo, V., & Orbeta, A. J. (2019). Gender equity in education: Helping the boys catch up. Philippine Institute for Development Studies. https://doi.org/10.62986/dp2019.01
Prapavessis, H., Gaston, A., & DeJesus, S. (2015). The theory of planned behavior as a model for understanding sedentary behavior. Psychology of Sport and Exercise, 19, 23–32. https://doi.org/10.1016/j.psychsport.2015.02.001
Philippine Commission on Women. (2023). Annual report 2023. https://pcw.gov.ph
Raton-Hibanada, R., Castulo, N. J., De Vera, J. L., Bituin, A. C., Barcelona, A. B., Zanoria, I. O. B., Bedural, Z. L., Bailon, J. V., Buenaventura, M. L. D., & Dellomos, C. O. (2025). Examining gender equality, diversity, and inclusion: A case study of the challenges and opportunities in community extension programs in a select Philippine university. Frontiers in Education, 10, Article 1583997. https://doi.org/10.3389/feduc.2025.1583997
Saleh, M. S. M., Mehellou, A., Huang, M., & Briandana, R. (2022). The influence of sustainability knowledge and attitude on sustainable intention and behaviour of Malaysian and Indonesian undergraduate students. Research in Comparative and International Education, 17(4), 677–693. https://doi.org/10.1177/17454999221126712
Sánchez-Queija, I., Domínguez-Alarcón, P., Díez, M., & Parra, Á. (2024). Identity development and adjustment during emerging adulthood from a gender perspective. British Journal of Developmental Psychology, 42(2), 133–148. https://doi.org/10.1111/bjdp.12470
Silor, F. S. C., & Silor, A. C. (2023). Gender inequality in STEM education: Basis for gender sensitization program. In The Barcelona Conference on Education 2023: Official ConferenceProceedings (pp. 517–530). https://doi.org/10.22492/issn.2435-9467.2023.40
Soria, S. M., & Borja, A. (2024). Reading proficiency level and syntactical skills among junior high school students Talibon II District, Bohol. University of Bohol Multidisciplinary Research Journal, 12(1), 94–107. https://doi.org/10.15631/kfjf6915 Tenedero, C. (2025). Students’ attitude complexities in gender equality: Examining its perception. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.5132877
Villarin, S. J., Divino, D. G., Echavez, L. F., & Lumahang, K. (2025). Bridging perceptions: Gender equality in the eyes of faculty and students at Initao College. QCU The Gavel, 3(1). https://doi.org/10.64807/nnmpbf44
World Economic Forum. (2022). Global gender gap report 2022. https://www.weforum.org/reports/global-gender-gap-report-2022
Yesil, A., & Karaboga, F. A. B. (2021). Gender equality awareness among middle school students. Journal of Qualitative Research in Education, 28, 21–40. https://doi.org/10.14689/enad.28.3
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Sheanne Eunice Cejuela, Carla Camille F. Pacaña, Marian Joy Batiancila
This work is licensed under a Creative Commons Attribution 4.0 International License.
