Paper Details

Gender disproportion in occupational aspirations continue to persist even among graduate-level students, influencing career pathways and contributing to long term inequalities in the labor market. With the rapid expansion of digital education, online learning has emerged as a promising mechanism for promoting equal access to skills, career information, and professional role models. This analytical study investigates the extent to which online learning can reduce gender gaps in occupational aspirations among undergraduate learners. On the basis of survey data, in-depth interviews, and analysis of participation trends of learners in online courses, the study examines how lenient learning environments, exposure to diverse career outcomes, and access to gender-inclusive digital resources influence students’ career intentions. Findings indicate that online learning platforms can alleviate gendered barriers by offering personalized learning paths, cultivate confidence in non-traditional fields—particularly STEM for women and social sciences for men—and providing mentorship opportunities that challenge stereotypical career norms. However, the impact varies based on socioeconomic background, prior digital literacy, and institutional support systems. The study concludes that while online learning is not a stand-alone solution, it significantly contributes to narrowing gender gaps in career aspirations when integrated with inclusive pedagogical practices and targeted support strategies. Implications for policymakers, educators, and digital platform makers are discussed to study the role of online learning in promoting gender equitable career development.

Online learning, Gender gap, Occupational Aspiration, Graduate level students