Explore the evidence.
Understand the reach.

Gender-Based Violence (GBV) is a critical issue in South African universities, affecting students' access to safe and quality education. Despite universities’ reputations for inclusivity, societal expectations have made them less welcoming, and GBV cases continue to rise with insufficient policy enforcement. This study was motivated by the rising cases of GBV in South African universities. Drawing on social norms’ theory, the study aimed to identify the drivers, effects, and potential mitigation strategies for addressing GBV. The goal was to build a stronger basis for improving policies and creating safer, more inclusive university environments. A qualitative approach was used to gather secondary data from various sources, including journal articles, books, government documents, and news reports. The literature revealed that GBV in South African and other universities has sparked frequent protests centred on issues of sexual, physical, and emotional violence. Moreover, it was also highlighted that many students refrained from reporting GBV incidents due to concerns about stigma and the impact on their careers, with victims often facing anxiety, depression, and physical symptoms, which further impeded their participation in university life and restricted their educational opportunities. This study concluded that GBV restricted students' access to quality education and, if unaddressed, might lead to declining university enrolment. Thus, it recommended collaboration between universities, Non-Governmental Organizations (NGOs), and families to tackle GBV and called for a review of policies to improve enforcement and provide better protection for students.  

Gender-based violence (GBV) remains a critical issue within South African universities. It affects students’ safety, well-being, and access to quality education. Despite efforts to address this issue, universities continue to experience cases of sexual violence, harassment, emotional abuse, and coercion. Student protests and public concern have also exposed weaknesses in institutional responses and survivor protection. This study aims to systematically review existing literature on GBV in South African universities to identify what is currently known, how GBV is understood, and what gaps exist in literature. The study was guided by Social Learning and Intersectionality theories. A qualitative systematic literature review approach was adopted. The findings revealed that GBV is shaped by harmful gender norms, patriarchal attitudes, alcohol and substance abuse, economic vulnerability, and weak institutional accountability. Literature review further revealed that many survivors avoid reporting incidents because of fear, stigma, victim-blaming, and distrust in institutional systems. GBV was also found to have serious psychological, social, physical, and academic effects on students. The study concludes that GBV remains a structural challenge within South African higher education institutions. The study recommends stronger institutional accountability, survivor-centred support services, gender transformation programmes, and collaborative interventions to create safer university environments.

Gender-based violence remains a critical concern affecting female students in higher education institutions, with significant implications for their academic success, psychological well-being, and overall safety. This protocol outlines a qualitative study designed to explore the experiences of undergraduate female students regarding GBV within HEIs and to develop contextually relevant preventive strategies. The study adopts an interpretive qualitative approach using a phenomenological and exploratory research design to gain an in-depth understanding of participants lived experiences. Purposive sampling will be employed to recruit approximately 15 undergraduate female students aged 18–24 years and four student counsellors as key informants. Data will be collected through semi-structured face-to-face interviews and analysed using thematic content analysis guided by Tesch’s framework. The study is informed by Afrocentricity, African feminism, and empowerment theory, which provide a culturally grounded and intersectional lens for understanding GBV and informing prevention strategies. Trustworthiness will be ensured through credibility, transferability, dependability, and confirmability. Ethical principles, including informed consent, voluntary participation, confidentiality, and anonymity, will be strictly upheld. The findings are expected to generate rich insights into the nature and impact of GBV on female students and to inform the development of evidence-based prevention strategies, including awareness programmes, improved reporting systems, and strengthened institutional support mechanisms.

In Southern African higher education, gender-based violence (GBV) is still a major public health and human rights issue that has a significant impact on students' psychological health, academic achievement, and life paths. Integrative frameworks that direct the successful implementation of prevention and support programs in line with social and emotional learning (SEL) are lacking, despite rising prevalence. To close this gap, this study offers a conceptual framework for examining variables that affect how the Resilience, Rights, and Respectful Relationships program is implemented in academic settings. It promotes a comprehensive strategy that incorporates pastoral care and psychological support by drawing on interdisciplinary viewpoints. Pastoral care uses techniques like story counseling and logotherapy to support meaning-making, spiritual resilience, and identity rebuilding while psychological interventions concentrate on emotional healing. The study highlights the significance of pastoral care in fostering justice-oriented, life-affirming interpretations by critically examining cultural and religious narratives that may sustain gender inequity through the application of theological viewpoints. In the end, it advocates for interdisciplinary, survivor-centered, contextually grounded institutional responses that go beyond policy commitments to address the existential as well as structural aspects of GBV.

E-hailing services have become an integral part of student mobility in South African cities, offering convenience and flexibility within transport systems that are often fragmented and unreliable. However, for female university students, the use of these services extends beyond issues of accessibility and cost, intersecting with persistent concerns about personal safety, vulnerability and exposure to gender-based violence. This study examines female students' perceptions of safety and risk when using e-hailing services within an urban university context in the Eastern Cape province. Adopting a qualitative research design grounded in an interpretivist paradigm, the study draws on in-depth, semi-structured interviews with female students who regularly use e-hailing platforms for academic, social, and personal travel. The findings reveal that while e-hailing services are often perceived as safer alternatives to walking or traditional public transport, they simultaneously generate new forms of anxiety linked to driver behaviour, route deviations, inadequate platform accountability and broader societal violence against women. Participants described engaging in continuous risk assessment and adopting self-protective strategies such as monitoring routes, restricting travel times, and relying on peer-based safety networks to navigate perceived threats. The study further highlights the limitations of existing platform safety features, which are frequently experienced as symbolic rather than substantively protective. These findings underscore the need for a more coordinated response involving e-hailing companies, universities, and policymakers to strengthen passenger safety beyond individual vigilance. The study contributes to SDG 5 (Gender Equality) by highlighting the structural and social conditions that limit women’s ability to move freely and safely in public and semi-private spaces. It further aligns with SDG 11 (Sustainable Cities and Communities), specifically the goal of ensuring safe, inclusive, and accessible transport systems for all, with particular attention to the needs of women and vulnerable populations. Furthermore, by centring female students lived experiences, this study contributes to ongoing debates on gendered mobility, digital transport governance, and safety within higher education environments in the Global South.

Gender-based violence remains a critical concern affecting female students in higher education institutions, with significant implications for their academic success, psychological well-being, and overall safety. This protocol outlines a qualitative study designed to explore the experiences of undergraduate female students regarding GBV within HEIs and to develop contextually relevant preventive strategies. The study adopts an interpretive qualitative approach using a phenomenological and exploratory research design to gain an in-depth understanding of participants lived experiences. Purposive sampling will be employed to recruit approximately 15 undergraduate female students aged 18–24 years and four student counsellors as key informants. Data will be collected through semi-structured face-to-face interviews and analysed using thematic content analysis guided by Tesch’s framework. The study is informed by Afrocentricity, African feminism, and empowerment theory, which provide a culturally grounded and intersectional lens for understanding GBV and informing prevention strategies. Trustworthiness will be ensured through credibility, transferability, dependability, and confirmability. Ethical principles, including informed consent, voluntary participation, confidentiality, and anonymity, will be strictly upheld. The findings are expected to generate rich insights into the nature and impact of GBV on female students and to inform the development of evidence-based prevention strategies, including awareness programmes, improved reporting systems, and strengthened institutional support mechanisms.

In Southern African higher education, gender-based violence (GBV) is still a major public health and human rights issue that has a significant impact on students' psychological health, academic achievement, and life paths. Integrative frameworks that direct the successful implementation of prevention and support programs in line with social and emotional learning (SEL) are lacking, despite rising prevalence. To close this gap, this study offers a conceptual framework for examining variables that affect how the Resilience, Rights, and Respectful Relationships program is implemented in academic settings. It promotes a comprehensive strategy that incorporates pastoral care and psychological support by drawing on interdisciplinary viewpoints. Pastoral care uses techniques like story counseling and logotherapy to support meaning-making, spiritual resilience, and identity rebuilding while psychological interventions concentrate on emotional healing. The study highlights the significance of pastoral care in fostering justice-oriented, life-affirming interpretations by critically examining cultural and religious narratives that may sustain gender inequity through the application of theological viewpoints. In the end, it advocates for interdisciplinary, survivor-centered, contextually grounded institutional responses that go beyond policy commitments to address the existential as well as structural aspects of GBV.

E-hailing services have become an integral part of student mobility in South African cities, offering convenience and flexibility within transport systems that are often fragmented and unreliable. However, for female university students, the use of these services extends beyond issues of accessibility and cost, intersecting with persistent concerns about personal safety, vulnerability and exposure to gender-based violence. This study examines female students' perceptions of safety and risk when using e-hailing services within an urban university context in the Eastern Cape province. Adopting a qualitative research design grounded in an interpretivist paradigm, the study draws on in-depth, semi-structured interviews with female students who regularly use e-hailing platforms for academic, social, and personal travel. The findings reveal that while e-hailing services are often perceived as safer alternatives to walking or traditional public transport, they simultaneously generate new forms of anxiety linked to driver behaviour, route deviations, inadequate platform accountability and broader societal violence against women. Participants described engaging in continuous risk assessment and adopting self-protective strategies such as monitoring routes, restricting travel times, and relying on peer-based safety networks to navigate perceived threats. The study further highlights the limitations of existing platform safety features, which are frequently experienced as symbolic rather than substantively protective. These findings underscore the need for a more coordinated response involving e-hailing companies, universities, and policymakers to strengthen passenger safety beyond individual vigilance. The study contributes to SDG 5 (Gender Equality) by highlighting the structural and social conditions that limit women’s ability to move freely and safely in public and semi-private spaces. It further aligns with SDG 11 (Sustainable Cities and Communities), specifically the goal of ensuring safe, inclusive, and accessible transport systems for all, with particular attention to the needs of women and vulnerable populations. Furthermore, by centring female students lived experiences, this study contributes to ongoing debates on gendered mobility, digital transport governance, and safety within higher education environments in the Global South.

Gender-based violence (GBV) remains a critical issue within South African universities. It affects students’ safety, well-being, and access to quality education. Despite efforts to address this issue, universities continue to experience cases of sexual violence, harassment, emotional abuse, and coercion. Student protests and public concern have also exposed weaknesses in institutional responses and survivor protection. This study aims to systematically review existing literature on GBV in South African universities to identify what is currently known, how GBV is understood, and what gaps exist in literature. The study was guided by Social Learning and Intersectionality theories. A qualitative systematic literature review approach was adopted. The findings revealed that GBV is shaped by harmful gender norms, patriarchal attitudes, alcohol and substance abuse, economic vulnerability, and weak institutional accountability. Literature review further revealed that many survivors avoid reporting incidents because of fear, stigma, victim-blaming, and distrust in institutional systems. GBV was also found to have serious psychological, social, physical, and academic effects on students. The study concludes that GBV remains a structural challenge within South African higher education institutions. The study recommends stronger institutional accountability, survivor-centred support services, gender transformation programmes, and collaborative interventions to create safer university environments.

Despite National and International commitments for gender equality and victims or survivours of sexual encounters, the envisaged protections, gaps in legislative frameworks, and institutional policies implementation exist, coupled with underreporting and inadequate institutional response. The student sexual victimisations in South African universities remain a persistent challenge, necessitating comprehensive legislative and institutional policies to ensure student safety and security for potential victims. Objectively, this study describes the effectiveness of existing legislative frameworks and institutional policies to address sexual victimisation in the selected South African rural and urban universities. This qualitative study used the descriptive research design to follow the predetermined steps of a documentary study, focusing on documentary sources and the electronic databases; the reviewed data was subjected to the non-probability: Purposive sampling for selections, the keywords/phrases were used to filter info relevant to the study objective, using the Qualitative Content Analysis (QCA), the collected data was restricted to 1979-2024 (not in sequence), with the six (6) phases of inductive Textual Content Analysis (TCA) employed for data analysis and identification of three (3) study themes. This study showcases key challenges, including staff-student power dynamics, lack of independent oversight and inconsistencies in legislative frameworks and institutional policies enforcement. The witnessed disparities between the selected South African universities and international best practices are shared, emphasising the need for victim/survivor-centred approaches, enhanced reporting mechanisms, and mandatory training programmes. The study concludes by proposing effective legislative frameworks and institutional policies as recommendations for strengthening institutional accountability, promoting awareness, and ensuring holistic support for victims.