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Sustainable Development Goals (SDGs) include 17 goals that the United Nations created to help countries and organisations work towards a better future. They apply to both high- and low-income countries. The goals aim to make sure everyone feels supported in areas like business, school, and university. Out of the 17 goals, two are especially important here: SDG 4 (Quality Education) and SDG 5 (Gender Equality). These goals aim to ensure that everyone gets equal opportunities across all stages of education, no matter their gender.

The United Nations recognises Australia as a high-income country, but gender inequality in education is still a problem. Girls and women are underrepresented in subjects such as science and engineering, and there are still barriers to leadership opportunities in schools and universities. These issues not only limit students but also affect workplaces and society.

This Padlet will shows the ethical issue of gender inequality in education, its real-world impacts, and best possible solutions at both education and individual levels.

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Paragraph 1 – Progress but gaps
Gender equality in education remains a significant topic of discussion (Marshall, 2000). Despite progress in recent years, many challenges need to be addressed to ensure an equitable educational experience for all genders. One of the ethical issues that Australia has faced in the past three recent years was gender in quality. While more women now have access to school, university, and training, there are still gaps in opportunity. For example (Winchester & Browning, 2015), in the 1980s, women made up only 20% of academic staff in Australian universities and just 6% of senior positions. By 2014, this had improved to 44% of staff and 31% of senior roles, but the numbers show that women are still underrepresented at the top levels. This raises important ethical questions about fairness, equal opportunities, and the barriers that continue to hold women back in education.

Paragraph 2 – Why inequality continues

Although the number of women in education has improved, universities and schools in Australia still follow traditional structures (Gilbert et al., 2021). Leadership is still dominated by men, and women are less likely to reach top academic levels. Senior positions in universities are still nearly three times more likely to be held by men than women, and only about 30% of women reach professorial or senior executive levels. The main reasons for these gaps are that academic culture rewards behaviours linked to male-dominated traditions, such as long working hours, networking in “lad culture,” and valuing research output over teaching. Women also face real-life problems such as lower access to research funding, higher rates of short-term contracts, and greater family responsibilities. On top of this, many women experience sexual harassment and discrimination in academic settings, which makes career progression harder. Together, these factors create an unequal playing field where men have more opportunities to succeed than women, even when women are equally qualified.

Paragraph 3 – Positive actions
. Educators in Australia are playing a big role in gender equality. They try to introduce a system which can reduce gender inequality in their early classes (S. Campbell et al., 2017). They believe that informing them at a young age that it could be good for their future. For example, early childhood teachers teach children to avoid gender stereotypes in the classroom by putting them in the same activities, such as biodiversity or scientists. Around 86% of teachers in one study said they try to avoid gender stereotypes in their classrooms and make sure they don’t focus on one gender (Burke, 2023). It does not look like a good-looking system, but it can shape children's views on their future, and over time, this helps to challenge the wider stereotype in education and society.

Paragraph 4 – Ongoing challenges
The problem in Australia, especially in universities, is that gender inequality still exists. Women make up almost half of the staff, but only around 30% reach top jobs like professors or executives (Harris Rimmer, 2015). Many women also work on short-term or casual contracts, which makes their careers less secure (Anderson, Johnson, & Saha, 2002). On top of that, issues like sexual harassment and everyday discrimination still happen in universities (Australian Human Rights Commission, 2017). This shows that real gender equality in education requires deeper cultural and institutional change.

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One big problem with gender equality in education is that the government hasn’t really had a clear and consistent plan to fix it. For example, in 1997 they made a framework called Gender Equity for Australian Schools to make things fairer between boys and girls. But this plan was never properly checked or updated, and later most of the attention went to boys’ issues. Because of that, many challenges for girls—like subject choices, leadership opportunities, and even feeling safe at school—were left unresolved (ilwood,2003).

The reason is that gender debates are often influenced by politics and different interests. At first, the focus was on girls’ disadvantages, but later some policies started saying that boys were the “new disadvantaged group.” This made many of the real problems girls face—especially those from minority or disadvantaged backgrounds—get ignored.

As a result, inequality still exists in schools and universities. Even though girls have generally done well in education, they are still less likely to choose or succeed in STEM subjects, and they are underrepresented in leadership roles. This shows that without strong, long-term policies, real gender equality in education will take a very long time.

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One of the real-world problems with gender inequality in education is that girls are still missing from many STEM subjects and careers. Even though girls often do just as well—or even better—than boys at school overall, when it comes to areas like maths, physics, and engineering, their numbers drop sharply. For instance, in 2023 only about one in three STEM university students in Australia were female (Department of Industry, Science and Resources, 2023).

A big reason for this is the messages girls receive growing up. From a young age, they hear—directly or indirectly—that science and technology are “for boys.” Sometimes this comes from the way subjects are taught, from media stereotypes, or simply because there aren’t many women in these fields to look up to. Businesses can make this worse if they don’t showcase female role models or create pathways that make STEM feel welcoming for women.

The impact is felt far beyond the classroom. Australia is facing shortages in areas like technology and engineering, but we are overlooking half the talent pool. At the same time, many women are still being pushed into lower-paid fields, which contributes to the gender pay gap and reduces financial security later in life. Until we change the way girls experience STEM in education and beyond, these inequalities will keep showing up in workplaces and in society.

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Relevant UNSDGs and Targets
The ethical issue of gender equality in education connects principally to SDG 4: Quality Education (target 4.5 — eliminating gender disparities across all educational levels) and SDG 5: Gender Equality (targets 5.1 and 5.5 — ending discrimination and ensuring full participation in decision-making). These goals address systemic barriers limiting girls’ access to education and their progression into leadership, which in turn impedes inclusive workforce development (UN, n.d.).

Implications for Businesses
For corporations, educational gender inequality narrows the talent pipeline and reduces workforce diversity. This is especially relevant in STEM fields, where women remain significantly underrepresented despite higher university participation (Industry, Science and Resources, 2025). Organizations ignoring this disparity risk reputational harm and underperformance, while those promoting gender-inclusive education and recruitment benefit from enhanced innovation and financial outcomes (UNDP, 2023).

How the Ethical Issue Has Changed Over Time
Australia has seen substantial progress in girls’ educational attainment—particularly at primary, secondary, and university levels—which contributed to its improved gender gap ranking (World Economic Forum, 2025). However, the STEM pipeline still struggles with gender imbalance: women comprised only 37% of STEM university enrollments in 2022, with even lower representation in engineering (20%) and IT (22%) (The Australian, 2025). Leadership representation remains low, at 23% for senior STEM managers and 8% for CEOs (Science and Technology Australia, 2022). These trends show that access alone hasn’t resolved the deeper systemic challenges, and businesses are increasingly expected to engage in holistic solutions.

Three Evidence-Based Business Solutions

1. Scholarship & Mentorship Programs
Businesses can finance targeted scholarships and mentorship for girls—especially those from regional or Indigenous backgrounds—to bridge education-to-career pathways. The STEM Changemakers program in Townsville exemplifies how regional girls gain exposure and role models, increasing STEM participation (The Courier-Mail, 2024).

2. Partnerships with Schools and Universities
Collaborations to develop gender-inclusive curricula, industry experiences, and internships can dismantle stereotypes. For instance, the national WISE grants program funds projects addressing barriers to women in STEM, particularly for marginalized groups (Department of Industry, Science and Resources, n.d.).

3. Inclusive Workplace and Recruitment Strategies
Companies can establish inclusive recruitment targets, leadership pathways, and flexible working policies that support women entering STEM. Universities such as the University of Sydney are addressing imbalances by actively recruiting female academics in engineering to improve representation (The Guardian, 2025).

What Is Happening in Australia & Expected Impact
Australia’s $50 million initiative to close the STEM gender gap, STEM Equity Monitor data tracking participation across stages, and bipartisan support for female economic empowerment reflect increasing momentum (EducationDaily, 2025; Industry, Science and Resources, 2025). If businesses expand scholarships, partnerships, and inclusive policies, they not only support SDG 4 and SDG 5 but also reinforce their own resilience and reputation. Gender-diverse firms are more innovative and inspire stronger stakeholder trust, aligning them with ethical and sustainable development priorities (UNDP, 2023).

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While governments and businesses play a big role in addressing gender inequality in education, individuals also have the power to make a difference. For example, teachers and students can actively challenge stereotypes by encouraging girls to take part in STEM clubs, coding workshops, or leadership programs. Even small acts—like teachers using gender-neutral language in the classroom or parents supporting their daughters’ interest in science—can build confidence and change expectations.

Another action is mentorship. University students or young professionals can volunteer as mentors for girls in schools, providing role models that many young women currently lack. Research shows that visible female mentors can significantly influence girls’ subject choices and career ambitions (UNESCO, 2021).

In Australia, initiatives like the Girls in STEM Toolkit (GiST) already give students resources to explore STEM. By participating in and promoting these programs, individuals can amplify their impact. Compared to government policy shifts, these grassroots actions are immediate and personal—they can inspire change one classroom at a time.

If more individuals took responsibility, the progress toward UNSDG 4 (Quality Education) and UNSDG 5 (Gender Equality) would accelerate, ensuring that education not only opens doors but also leads to equal opportunities.

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Gender equality in education is not only a matter of fairness but also a foundation for sustainable development. From the classroom to the workplace, unequal opportunities continue to limit women’s participation in STEM fields, leadership, and long-term career outcomes. As shown, these issues are shaped by inconsistent government policies, workplace barriers, and persistent stereotypes, which create an uneven playing field for students and professionals alike.

The Sustainable Development Goals, particularly SDG 4 (Quality Education) and SDG 5 (Gender Equality), provide a clear framework for addressing these challenges. Businesses, schools, and individuals each have a role to play—whether through inclusive recruitment strategies, mentorship, or simply supporting girls’ interests in education from an early age.

Ultimately, corporations should act ethically because education is not just a private good; it is a social responsibility. Supporting gender equality strengthens innovation, builds trust, and creates a more equitable future for all.

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Reference List

Department of Industry, Science and Resources. (2025, August 22). STEM Equity Monitor. [Data summary].

Department of Industry, Science and Resources. (n.d.). Women in STEM and Entrepreneurship (WISE) grants program.

EducationDaily. (2025, May). $50 Million Initiative to Close the Gender Gap in STEM.

Industry, Science and Resources. (2025). The state of STEM gender equity in 2023.

Science and Technology Australia. (2022). Women in STEM Equity Monitor findings.

The Australian. (2025, March). Stemming the tide of gender bias.

The Courier-Mail. (2024, June). Pioneering STEM program boosts opportunity for regional girls.

The Guardian. (2025, July). Sydney University recruits women into engineering.

UNDP. (2023). Breaking barriers, building success: The power of gender inclusivity in business.

UN. (n.d.). Sustainable Development Goals: Gender Equality and Quality Education.

World Economic Forum. (2025, June). Global Gender Gap Report: Australia jumps to 13th.

Winchester, H. P., & Browning, L. (2015). Gender equality in academia: a critical reflection. Journal of Higher Education Policy and Management, 37(3), 269–281. https://doi.org/10.1080/1360080x.2015.1034427

Marshall, C. (2000). Policy mechanisms for gender equity in Australia. Educational Policy, 14(3), 357–384. https://doi.org/10.1177/0895904800143002

Gilbert, E., O’Shea, M., & Duffy, S. (2021). Gender equality mainstreaming and the Australian academy: paradoxical effects? Discover Psychology, 1(1). https://doi.org/10.1007/s44202-021-00008-0

Campbell, S., Smith, K., & Alexander, K. (2017b). Spaces for Gender Equity in Australian Early Childhood Education In/Between Discourses of Human Capital and Feminism. Australasian Journal of Early Childhood, 42(3), 54–62. https://doi.org/10.23965/ajec.42.3.07

IEEE Xplore Full-Text PDF: (n.d.). Retrieved September 7, 2025, from https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=8643360

Ailwood, J. (2003). A national approach to gender equity policy in Australia: another ending, another opening? International Journal of Inclusive Education, 7(1), 19–32. https://doi.org/10.1080/13603110210143635

Anderson, D., Johnson, R., & Saha, L. (2002). Changes in academic work: Implications for universities of the changing age distribution and work roles of academic staff. Department of Education, Science and Training.

Australian Human Rights Commission. (2017). Change the course: National report on sexual assault and sexual harassment at Australian universities. AHRC. https://humanrights.gov.au/our-work/sex-discrimination/publications/change-course-national-report-sexual-assault-and-sexual

Harris Rimmer, S. (2015). Gender equality in academia in Australia: Progress and challenges. Journal of Higher Education Policy and Management, 37(3), 284–297. https://doi.org/10.1080/1360080X.2015.1034427