Analysis of this objectivist research from a critical femi- nist lens exposed the limitations of the existing evidence

The gap

Evidence profile

Sourced from the future work and recommendations and conclusions of the source papers, classified as general, spanning 3 journals. Those papers have been cited 1 times in total.

Supporting evidence — 4 representative gaps

• Exploring the potential of the Prakerja digital training programme as a social justice strategy for women entrepreneurs in Indonesia (2026) · International Review of Education · doi

  The study presented here could serve as a foundation for future investigations on Prakerja and similar large-scale national online training programmes. Subsequent research could delve deeper into specific dimensions of social justice, whether redis- tributive, recognitive or representational. An area ripe for exploration within the rec- ognitive dimension is an analysis of Prakerja courses to assess the inclusivity of content and learning materials, particularly those directed towards women generally. Such an inquiry would offer valuable insights into the extent to which digital adult education programmes incorporate gender-inclusive perspectives. Moreover, adopting a feminist lens towards research and co-design of the curricu- lum could present many more opportunities for both improving and understanding the social impact of programmes such as Prakerja. Future research could prioritise exploring the experiences and perspectives of women participants within the pro- gramme. However, as noted above, research opportunities are limited until Prakerja itself commissions such research or releases more data on the programme disaggre- gated by gender and other demographics. This inclusive approach aligns with femi- nist research principles, which challenge traditional paradigms that often relegate women to mere objects of study, neglecting their subjectivity and agency (Black- more 2013). Furthermore, involving women in the interpretation of data, rather than relying solely on assumptions made by men, would enhance the relevance and valid- ity of the research (ibid.). Therefore, our study also calls upon women researchers to engage in exploring Prakerja and other similar national investments in mass online education as a social justice policy, thereby enriching the discourse and ensuring that diverse voices are heard. Exploring the potential of the Prakerja digital training…F. N. Khulafa, S. Lambert Author contributions The first draft of the manuscript was written by Faris Nur Khulafa, and Sarah Lambert reviewed and revised on previous versions of the manuscript. All authors read and approved the final manuscript. Funding Open Access funding enabled and organized by CAUL and its Member Institutions. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http:// creativecommons.org/licenses/by/4.0/.

  generalfuture work
  Keywords: prakerja women article creative commons licence programmes social exploring manuscript material future similar national online
• Exploring the potential of the Prakerja digital training programme as a social justice strategy for women entrepreneurs in Indonesia (2026) · International Review of Education · doi

  Prakerja was a groundbreaking programme and major investment by the Indone- sian government to enhance the skills and knowledge of adult citizens. Such a broad assertion is common for government-led adult training programmes, since open and distance education has been promoted as an important tool in alleviating poverty and providing quality, cost-effective non-formal education in economies both large and small (Ju et al. 2021; Mishra and Misra 2023). While Prakerja made progress in improving the quality and equity of adult edu- cation, there was still room for improvement, particularly regarding its role as a social justice strategy for Indonesian women entrepreneurs and other marginalised learners. To strengthen this potential, digital learning programmes like Prakerja in the future could consider publishing more detailed data on access and outcomes for marginalised groups, such as women and learners in rural areas, to guide future improvements. Enhancing digital access by supporting the provision of devices and the internet may also help reduce participation barriers. In terms of recognitive justice, more inclusive entry processes such as preparatory modules or materials in local languages could help to widen access. Flexible, self-paced learning and relata- ble content may also increase engagement, especially for women balancing multiple responsibilities. Regarding representational justice, fostering more inclusive discus- sions, strengthening the role of facilitators, and improving gender balance among instructors could help create a more supportive and equitable learning environment. Analysing Prakerja through the lenses of redistribution, recognition and repre- sentation highlights key considerations in the implementation of nationwide adult training. The findings may also hold relevance for other large-scale national online training initiatives beyond Indonesia, including MOOCs and publicly funded adult education programmes in other countries. Governments increasingly invest in digital learning as a strategy for workforce development, economic participation and social inclusion. However, this study suggests that providing free or subsidised access alone may not be sufficient to achieve equitable outcomes for marginalised learn- ers. National training policies should therefore move beyond narrow measures of equality of access and consider broader dimensions of social justice. In this regard, this article aligns with Susan Robertson and Roger Dale’s (2013) argument that a fair education system should consider various aspects of fairness, extending beyond resource distribution and opportunities.

  generalrecommendations
  Keywords: adult access prakerja training education justice learning programmes social women marginalised digital consider help beyond
• Gender Roles in Contemporary Society: Exploring Men's and Women's Views on the Impact of Patriarchy in their Lives (2026) · British Journal of Education Learning and Development Psychology · cited 1× · doi

  In the future, research may conduct studies about creating campaigns with educational events and seminars aimed not only at different social demographics but also at different work environment settings. The purpose of these events will be to raise awareness about issues women encounter in their personal and professional lives. They will encourage women to come up with their own approaches to resolve issues related to gender inequality and sexism. In addition to these events, future research may conduct other projects such as adding courses about gender perspective and equality from kindergarten to college. The reason behind implementing these courses will be to ensure equality and encourage sound gender identities among new adult demographics. REFERENCES Acker, J. (1990). Hierarchies, Jobs, Bodies: A Theory of Gendered Organizations. Gender and Society, 4(2), 139–158. Bandura, A. (1977). Social learning theory. Englewood Cliffs, N.J.: Prentice Hall. Bandura, A., & Bussey, K. (2004). On broadening the cognitive, motivational, and sociostructural scope of theorizing about gender development and functioning: Comment on Martin, Ruble, and Szkrybalo (2002). Psychological Bulletin, 130(5), 691–701. https://doi.org/10.1037/0033-2909.130.5.691 Bertrand, M., & Hallock, K. F. (2001). The gender gap in top corporate jobs. Industrial & Labor Relations Review, 55(1), 3. https://doi.org/10.2307/2696183 Blau, F. D., & Kahn, L. M. (2000). Gender differences in pay. The Journal of Economic Perspectives, 14(4), 75–100. https://doi.org/10.1257/jep.14.4.75 Bryson, V. (2005). Feminist political theory. Bloomsbury Publishing. Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106(4), 676–713. https://doi.org/10.1037/0033- 295x.106.4.676 Butler, J. (1990). Gender Trouble: Feminism and the Subversion of Identity. Routledge. Chafetz, J. S. (2006). Handbook of the Sociology of Gender. Springer Science & Business Media. 20 Article DOI: 10.52589/BJELDP-NUEERMWA DOI URL: https://doi.org/10.52589/BJELDP-NUEERMWA British Journal of Education, Learning and Development Psychology ISSN: 2682-6704 Volume 9, Issue 1, 2026 (pp. 1-22) www.abjournals.org Charles, M., & Grusky, D. B. (2004). Occupational Ghettos: The Worldwide Segregation of Women and Men. Studies in Social Inequality. Chodorow, N. (1978). The reproduction of mothering: Psychoanalysis and the sociology of gender. Coltrane, S. (2000). Research on Household Labor: Modelling and Measuring the Social Embeddedness of Routine Family Work. Journal of Marriage and the Family/Journal of

  generalfuture work
  Keywords: gender social https theory journal events women bandura development future conduct different demographics issues encourage
• From Epistemology to Practice: How Research Frames Domestic and Family Violence in Military families – a Scoping Review (2026) · Journal of Family Violence · doi

  Analysis of this objectivist research from a critical femi- nist lens exposed the limitations of the existing evidence, both in terms of gaps in the research and the extent to which the current research engaged with constructs of gender and power; the visibility and inclusion of women as co-pro- duces of knowledge within the research; and the extent to which the research seeks to address oppression and create social change for women.

  generalconclusions
  Keywords: extent women objectivist critical femi nist lens exposed limitations existing evidence terms gaps current engaged

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