Students on Strategies and Approaches for Improving University Project-Based Learning in the Prevention of Gender-Based Violence

Abstract

The literature review finds gender-based violence to be a form of violence based on gender, that is, on socially constructed roles, norms, and relationships between women and men. Gender-based violence refers to physical, emotional, economic, and sexual violence, and it often occurs in the context of power and control. University project-based plays a crucial role in supporting the internal initiative to raise awareness of the importance of gender issues. It can include different strategies and approaches related to defining goals, analyzing the current situation, implementing the project, and evaluating its quality. The study aimed to determine and analyze the level of student assessment of strategies and approaches for improving university project-based learning to prevent gender-based violence and to determine statistically significant differences in assessment between students of social sciences, arts and humanities, and natural sciences and engineering. The research was conducted on a sample of 303 students at the University of East Sarajevo. For this research, we constructed a scale for assessing strategies and approaches to improving university project-based learning to prevent gender-based violence. The results show that there are statistically significant differences between students of social sciences and arts and humanities on the one hand and natural sciences and engineering on the other hand in the assessment of strategies and approaches to improving university project-based learning in the prevention of gender-based violence, i.e., the application of an interdisciplinary approach in university project-based learning, research and case studies, organizing workshops and discussions, cooperation with the local community and networking with other educational institutions. Strategies and approaches to improve university project-based learning act as prevention because they enable students to acquire skills for active participation in promoting gender equality and for creating a society tailored to everyone who lives in it.