EMPOWERMENT OF FEMALES THROUGH KNOWLEDGE IN HIGHER EDUCATION IN PAKISTAN

Abstract

This study examines the role of higher education in empowering females in Pakistan, focusing on how knowledge functions as a catalyst for social transformation and gender equality. Using a qualitative research design, the study draws on secondary data from published research articles, policy documents, and institutional reports collected through purposive sampling. Data were analyzed through content analysis, identifying recurring themes related to access, agency, barriers, and empowerment outcomes. Findings disclose that higher education significantly enhances females' confidence, self-awareness, and critical thinking, contributing to their personal and professional development. However, empowerment through education remains constrained by persistent patriarchal norms, cultural expectations, and institutional inequalities that limit women's agency and participation. The study highlights that empowerment is not achieved solely through educational attainment but through the capacity to translate knowledge into meaningful life choices and social action. Drawing on feminist theory, empowerment theory, the capability approach, and Freire (1970) critical pedagogy, the study provides a multidimensional framework of empowerment that integrates access to knowledge, agency, and transformative learning. It concludes that higher education in Pakistan must move beyond access and address systemic gender biases through inclusive policies, gender-sensitive curricula, and supportive institutional environments. Such transformations are essential for realizing higher education’s true potential as a site of empowerment and social justice for females