Pursuing Higher Education among Women Aspirants in Teaching Profession through Social Worker’s Lens

Abstract

The intrinsic motivation of women to participate in higher education and teaching in today’s context has taken a lot of attention to mold their personality and the young minds of the nation. The journey to pursue their dreams, despite barriers based on family life, socio-cultural factors, and economic status are still prevailing in developing countries. Education to women, from a social work perspective is not merely an advancement, but it would serve as a catalyst for social change from home to society for the empowerment of family members and community development. This article assesses the aspirations, motivations, structural challenges, institutional dynamics, and social implications shaping women’s pursuit of higher education for careers in teaching. Educational Learning Theories such as Cognitive Learning Theory, Behaviorism Learning Theory, Constructivism Learning Theory, Humanism Learning Theory, Connectivism Learning Theory highlights the need for social workers in advocating equitable access to education, emphasis on gender equality and empowering women through counselling, participation and social engagement. This study allegedly focuses on systematic interventions, powerful implementation of policies and passion for the teaching profession.