ABSTRACT. This study investigates gender differences in the perceptions and adoption of Generative Artificial Intelligence (Gen-AI) in education among various stakeholders in the ASEAN context, including educators, students, policymakers, and industry partners. Using a quantitative cross-sectional design, data were collected from 661 stakeholders, including 363 females (54.9%) and 286 males (43.3%). The survey covered demographic information, frequency of Gen-AI tool use, perceptions of Gen-AI’s potential, concerns about risks, perceived challenges, and beliefs about innovative uses. Statistical analyses, including Chi-square and Mann-Whitney U tests, revealed no significant gender differences in Gen-AI tool use, perceptions, or concerns. This suggests a shift towards gender parity in the adoption of advanced educational technologies in the region. The study highlights the need for further large-scale research to generalize these findings and discusses implications for policy and practice, emphasizing the potential for gender-neutral strategies in Gen-AI integration. The contributions of this study include providing empirical evidence on gender parity among key stakeholders in education in Gen-AI adoption, offering insights for policymakers to develop inclusive AI strategies, and identifying areas for future research on technology integration in education.

Keywords: generative AI; gender parity; ASEAN education; technology adoption; educator perceptions

How to cite: Raza, F. A., Singh, A. D., Kovilpillai, J. J. S., and Hamdan, A. (2024). “Gender Gaps and Convergence: ASEAN Stakeholder Perspectives on Artificial Intelligence in Education,” Journal of Research in Gender Studies 14(2): 38–50. doi: 10.22381/JRGS14220242.

Received 24 October 2024 • Received in revised form 12 November 2024
Accepted 5 December 2024 • Available online 15 December 2024