10th U6+ Consortium of African Universities International Conference

This study examines physics teachers’ perceptions of gender inequality and its implications for inclusive innovation within Africa’s Fifth Industrial Revolution (5IR). As 5IR prioritizes human-centered and socially responsive development, equitable participation in STEM, particularly physics, is essential for sustainable transformation. However, persistent gender disparities continue to limit diverse contributions to innovation ecosystems in Ilorin, Nigeria and across Africa. A descriptive survey design was adopted, involving 50 secondary school physics teachers in Ilorin, Nigeria, selected through simple random sampling. Data were collected using a validated questionnaire with a reliability coefficient of 0.73. Descriptive statistics and t-test analysis were employed to examine teachers’ perceptions and gender-based differences. Findings revealed that teachers widely acknowledge the existence of gender inequality in physics, linked to socio-cultural norms, limited female role models and unconscious classroom biases. Female teachers reported significantly higher perceptions of inequality than their male counterparts. These disparities were found to influence students’ interest, participation and career aspirations in physics, thereby restricting inclusive engagement in STEM fields. Within the 5IR context, the study highlights that gender exclusion undermines Africa’s capacity for inclusive innovation, citizen science participation and the integration of indigenous knowledge systems in scientific advancement. The findings emphasize the need for transformative and gender-responsive pedagogical approaches that foster equitable participation in physics education. The study recommends the integration of inclusive teaching practices, mentorship programmes and policy-driven interventions that promote gender equity and sustainable STEM participation in Ilorin/Nigeria/Africa’s evolving innovation landscape.