Rewrite Women’s empowerment: new paradigm shift in Saudi women’s decision-making and choice of university majors as a headline for a science magazine post, using no more than 8 words

The capabilities approach draws attention to the importance of understanding the participants’ experiences and the conditions (legislative, sociocultural, environmental) that enable and constrain them when choosing their preferred majors in the university. Robeyns (2006) states that personal, social, and environmental factors either enable the freedom to act on capabilities or inhibit agency freedom. Existing studies often focus on general gender disparities in education and employment but lack insights into the specific impact of legislative and economic reforms on women’s decision-making in non-Western, rapidly transforming economies (Alamri, 2011; Al-Bakr et al., 2017; AL-Hazmi et al., (2017); Hamdan, 2005; Kyle, 2020; Parveen, 2022). Furthermore, most research does not adequately address how geographical location (urban vs. rural) and sociocultural norms shape women’s choices despite policy reforms.

This study revealed that government legislation was the driving force of sociocultural changes. Additionally, economic transformation has influenced policy modifications, ensuring a stronger alignment between education and workforce demands. However, despite the government’s support and legislation for women, the study found the participants in small cities gave more consideration to society because of their fear of being rejected by their communities. This factor distinguishes the findings of the study from other studies.

The findings reveal a consensus among the participants that the state’s general policies and legislations lead and influence society towards making certain decisions. When the government created the appropriate environment that included women’s free participation by imposing laws guaranteeing their rights, women’s decision-making in the university major became freer and wiser. This shift aligns with Saudi Arabia’s broader economic transformation under Vision 2030, which aims to diversify the economy by increasing female participation in various sectors. This is consistent with Loots and Walker’s (2015) result that the social expectations women and men are subject to, institutional practices, and culture reinforce persistent gender inequality that limits women’s freedom of choice. Similarly, Barone and Assirelli (2020) found that government legislation had the greatest role in promoting students’ choice of majors appropriate to their preferences, regardless of their social considerations. Saudi Arabia’s position in the world necessitates some bold reforms that guarantee women’s rights, as they constitute half of society and are key contributors to the nation’s economic progress. To change some erroneous cultural beliefs, great power was needed, such as Vision 2030, where an infrastructure with an integrated system was formed to include all aspects of academic, health, and career life, considering gender equality and support for women. Higher education institutions, informed by policy, create capabilities for women to act on.

Consequently, they are empowered and can challenge gendered social structures and identities. Therefore, identifying empowering capabilities in higher education is vital to the development and sustainability of gender justice. Sen (1992) asserts that decision-making will be more decisive and rational by utilising society, media, and legislation to support the ideology of gender equality, assuming equal responsibilities and abilities of men and women.

The most prominent reforms and legislations that contribute to women’s freedom to choose majors that suit their preferences made all university majors available to women, in addition to enacting strict harassment laws. Regarding the availability of majors, the new legislation allows women to be admitted to majors that were not previously available to them, as a goal of Vision 2030 to strengthen work in the private sector while giving women a significant share in these jobs. The result was uneven between the former graduates and those who did not graduate, as the female students who joined after the reforms did not face difficulties in choosing their majors because their families and the introductory programmes for the specialisations required in the labour market helped them decide. It is an effective way to promote women’s empowerment; otherwise, it is difficult for an individual to choose a university major that does not benefit them in future employment. Naseem and Dhruva (2017) support this finding by arguing that women apply for majors offering high career opportunities while respecting their environment and the labour laws. Similarly, Alshaikhmubarak et al. (2020) assert that when selecting a major, women often take into account job opportunities that exhibit promising growth and financial stability, thereby offering a clear path towards professional advancement. The alignment between university majors and the evolving labour market ensures that women are not only educated but also equipped with skills essential for economic productivity and national development. Enhancing the capability of women is centred on making them able to choose their education path freely, have the right to seek employment on an equal basis with others, and be able to work as human beings. Therefore, these abilities need powers called conversion factors, which may be legislative.

As the gender gap persists, there is a strong need for strict laws. All participants agreed that strict laws protected their rights at and outside work. The laws also include a woman’s freedom to choose her university major without requiring the guardian’s signature as it was in the past. The finding conflicts with Hamdan’s (2005) study as he found that the challenge in selecting female students for engineering and practical majors was due to legislation related to gender segregation reflected in the society’s culture. The current study found that some participants’ families had negative views towards some university majors and careers; this changed because of laws supporting the protection of women. These strict laws aim to protect and promote individuals’ capabilities by punishing unacceptable or intolerable actions and selecting policy options.

Contrastingly, although the country’s support for women’s empowerment was prominent and felt in society, some respondents living in small cities indicated their fear of keeping up with these changes that support women, because this might affect their community relations. Abbas et al. (2021) found that woman empowerment was better in urban areas due to access to higher education, healthcare, media, outing, and job opportunities. In small cities with limited resources and options, residents live in joint family systems that encourage women to consider their family interests and traditions more, potentially limiting their economic participation. Sen (1993) asserts that individuals can differ greatly in their abilities to convert the same resources into valuable functioning (‘beings’ and ‘doings’). For example, those with physical disabilities may need specific goods to achieve mobility. In this context, women in small cities with limited resources need more interventions to remove the fears rooted in their culture. Mullen’s (2014) result supports this finding that sociocultural concerns such as social norms exhibit more impact than one’s preference, leading students to make choices inconsistent with their preferences.

To overcome this concern, most participants and activists singled out the need for students’ voluntary work and their membership in groups and organisations. Engaging in these activities may contribute to changing their negative attitudes towards some majors and workplace environments. Second, encouraging diversity and hiring practices as a role model in rural areas and small cities may increase the acceptance of mixed-gender work. This role model can be seen daily by families and students and demonstrates how the work environment functions properly and how strict laws govern it. People in small cities have less access to information and are less exposed to the values of the educated urban population, where gender equality is more widely accepted.

By expanding digital education platforms, career counselling, and professional development programmes, these reforms aim to bridge the urban-rural divide and ensure that women in all regions can make informed decisions about their education and careers. by integrating digital learning and career development initiatives, Saudi Arabia is actively reducing capability deprivation and broadening the spectrum of choices for individuals in rural areas. This approach aligns with Vision 2030, which aims to enhance human capital and ensure inclusive economic participation, fostering a workforce where individuals from all regions can contribute to national development. Hence, liberty is not just a matter of having rights on paper; it requires being in a material position to exercise those rights, which requires resources. Moreover, the resources could be distributed fairly while considering cultural, geographic, economic, and other factors. For example, two people with the same vision of the good life and the same bundle of resources may not be equally able to achieve that life, and so resources’ neutrality about their use is not as fair as they believe it is.

Further, educational institutions and policymakers must recognize the profound economic implications of gender-inclusive policies. Beyond addressing social and cultural norms that shape educational and career choices differently for boys and girls, particularly in smaller cities, policies must actively support women’s empowerment as a driver of economic growth and sustainability. Expanding access to education and the labour market for women is not just a matter of equity but a strategic economic necessity.

To achieve this, policies should integrate cultural awareness programmes that challenge restrictive norms and foster environments where women can fully develop their capabilities. Moreover, ensuring clear frameworks for negotiating capabilities and valued functioning is essential for maximizing women’s contributions to the workforce. By providing the necessary resources and structural support, such policies can help women become active economic agents, enhancing productivity, innovation, and overall national economic development.

Limitations and future research

The study did not explore men’s perspectives on women’s empowerment and their acceptance of these reforms. Also, one of the main limitations of this study is the reliance on interviews as the primary data collection method. Since participants were aware that their responses were being recorded for research purposes, their answers may have been influenced by social desirability bias. Despite these limitations, this study provides valuable insights into the evolving landscape of women’s empowerment in Saudi Arabia, particularly in relation to education and economic transformation. Future research could explore capabilities and the role of Saudi men in empowering women and challenging gender-biased social norms.