Exploring MUFY Students’ Perceptions of Gender Inclusivity and Engagement in Technology-Enhanced Learning

Abstract

Digital learning is now embedded in MUFY classrooms, shaping how students interact with knowledge, peers, and educators. As technology becomes central to teaching, questions about gender inclusivity remain crucial, particularly in educational stages that influence entry into STEM and technology-related fields. This study explores the perceptions of Monash University Foundation Year (MUFY) Chemistry students towards gender inclusivity and engagement within a technology-enhanced learning environment. The MUFY programme is an internationally recognised Australian Year-12 qualification that prepares students for undergraduate studies. A structured questionnaire was administered, and responses were analysed using descriptive content analysis. Findings reveal encouraging trends as 89.6% of respondents believe male and female students are equally capable of succeeding in technology-enhanced learning environments, while 91.7% agreed that instructional materials reflected gender inclusively. Technology exposure appeared to increase interest, with 83.3% reporting enhanced curiosity about technology-related subjects or careers. It was good that 93.7% of students affirmed that educators encouraged creative and confident technology use for learners of all genders. Additionally, 89.4% indicated that coursework demonstrated how technology addresses real-world challenges across diverse communities. Nearly all respondents (97.9%) viewed gender equality in technology education as essential for building an inclusive future workforce. These results suggest that integration of digital tools can positively shape learners’ confidence and interest in technology. The findings carry practical implications for curriculum development, digital resource design, and professional learning in MUFY programmes seeking to foster equitable engagement in technology fields.