Innovating active learning through critical pedagogy for gender Equality: Rethinking healthcare management education in an unsupportive context

In this study, we seek to understand how active learning can be designed to promote gender equality in healthcare management education within an unsupportive context. Gender inequality is an overwhelming issue because females are still restrained by the cultural norms that hinder them from advancing into leadership positions. We introduce critical pedagogy as part of the healthcare management course based on active learning to encourage students to critique and subvert normative gender expectations. Through qualitative interviews with 16 female professionals who had completed the course based on active learning, we identified two key challenges: internalised gender-normative views on educational practices and structural barriers to inclusive educational practices. We propose that inclusive practices in education can be achieved with the combined use of critical pedagogies and active learning, turning resistance into an opportunity to broaden practice. Our approach outlines a way for forward-thinking educators and policy-makers to bring about equality and inclusion in the workforce, specifically regarding women in managerial roles within healthcare organisations.