The pursuit of disabled students’ inclusion in higher education remains a significant global concern, particularly in developing nations where systemic and institutional barriers persist. Despite progressive legislative and policy frameworks promoting inclusive education, Kenyan and Pakistani universities continue to encounter structural, financial, and attitudinal challenges that hinder equal participation in learning and research for disabled students. This study aims to identify, analyze, and prioritize the complementary support strategies necessary for disabled students’ inclusion in learning and research opportunities in both Kenyan and Pakistani higher education institutions. Employing a quantitative research design, data were gathered through structured questionnaires distributed among disabled students in institutions of higher learning. The data were analyzed using the fuzzy synthetic evaluation (FSE) approach, which integrates fuzzy logic with descriptive statistics to objectively determine the weight, level of agreement, and internal consistency of the identified support strategies. Among the six support strategies, Physical Facility Support emerged as the most crucial in Pakistan, followed by Attitudinal and Community Support. On the other hand, the Kenyan group indicated Policies and Advocacy as the most essential support strategy for disabled students’ inclusion in higher education. The findings underscore that the two countries differ in how they prioritize support strategies for the inclusion of students with disabilities. This study contributes theoretically by advancing the application of the FSE model within inclusion research, offering a rigorous, data-driven framework for understanding multidimensional support strategies for disabled students.

Violence against women and girls (VAWG) remains a critical problem within Brazilian higher education institutions, where deep-rooted cultural norms and institutional shortcomings continue to foster unsafe environments for female students. Although national and international bodies have raised concerns, few studies have thoroughly examined the layered causes of VAWG in academic settings using comprehensive analytical methods. This study aims to explore the causal factors of VAWG within Brazilian universities by applying a structured survey and analyzing the responses using the Fuzzy Synthetic Evaluation (FSE) approach. This method allows for a nuanced interpretation of the collected data by assigning weighted values to various contributing factors. The research assessed five major dimensions—individual, interpersonal, institutional, community and societal causal factors. The findings reveal that societal and institutional causes significantly contribute to VAWG, while individual factors play a comparatively minor role. These insights point to the structural and systemic nature of VAWG in academic settings, emphasizing the need for broad reforms. Based on the results, practical recommendations, including cultural reorientation, stricter institutional policies, and gender-sensitive training are recommended. By applying FSE in this context, the study offers a novel approach to evaluating and addressing gender-based violence (GBV) in higher education, contributing to a valuable model for future research and institutional policymaking. The results offer critical insights that can guide interventions to foster safer and more inclusive university environments in Brazil.

This study examines the systemic structures that limit inclusivity, diversity, equality, and accessibility (IDEA) in South Africa’s construction industry. It develops an empirically grounded framework, linking digital platform/tool (software tools and systems that facilitate construction processes) adoption to the institutional changes needed to advance gender equity. Building on a literature review, an online survey of 112 Construction Industry Development Board (Cidb)-registered practitioners was analyzed in SPSS v26 using descriptive and inferential statistics and principal component analysis (PCA). Results show that gender differences in mastery of core digital tools were not statistically significant (p > 0.05 across tool categories). The regression model predicting perceived career growth showed weak explanatory power and was not statistically significant (R² = 0.068; F(10,100) = 0.734; p = 0.691). Accordingly, the non-significant model is interpreted as indicating that the predictors included are insufficient to explain perceived career growth in this sample, and that other organizational and structural factors may be more influential. PCA produced a three-component digital inclusivity ecosystem composed of operational fairness, technical empowerment, and integrative leadership, demonstrating 62.84% variance explained and a three-pillar systemic architecture for equity composed of legislative frameworks, socioeconomic support, and organizational practice. Leadership representation remained skewed (73.83% male overall; 78.64% at the director level). The study concludes that progress toward IDEA is more likely to result from combining digital adoption with multi-level institutional reforms. Practical implications include integrated policy interventions and organizational practices that address structural barriers while leveraging digital platforms for inclusion.