Women in climate leadership project informs THE White paper

The University of Reading’s commitment to global gender equality and climate action has been highlighted in a new Times Higher Education (THE) White paper, produced in partnership with KPMG and launched today at the Education World Forum in London.

Drawing on research led by Dr Karen Jones, Associate Professor in Educational Leadership and Management at the Institute of Education, the new THE White paper, Opportunities for data-led action and partnership in achieving SDG 5: Gender Equality, explores how universities are contributing to United Nations Sustainable Development Goal (SDG) 5: Gender Equality. It draws on data submitted by 1,361 universities from over 100 different countries for the Times Higher Education (THE) Impact Rankings 2024.

The White paper examines the performance of six key markets across eight SDG 5 indicators and proposes five actionable recommendations to align policy, funding and institutional capacity for meaningful change. Dr Jones’ research project, which investigates barriers faced by women leaders in climate action in Kenya, is showcased as a case study of international best practice. Her project highlights how empowering women to lead in climate action is critical to achieving the United Nations SDG 5 on Gender Equality.

The White paper will be presented to a global online audience at dedicated webinars. Dr Jones will join an expert panel on 29 May 2025 to discuss the research findings and explore future actions for achieving gender equality through higher education. Find out more and register for the webinar here.

Driving change through international partnership

Dr Jones partnered with Professor Faith Njoki Karanja from the University of Nairobi to explore gender equality challenges in Kenya’s climate action efforts.

Supported by the Research England International Science Partnerships Fund (ISPF) Institutional Support Grant (ODA), the project set out to understand the obstacles women face in achieving leadership roles in climate adaptation and mitigation initiatives.

Through a series of stakeholder focus groups, roundtable events and interviews, the research engaged representatives from government agencies, civil society organisations, academic institutions and the private sector.

Dr Jones explained: “Addressing gender barriers requires comprehensive interventions, structural and policy reform, which is best driven through stakeholder engagement and partnership work to increase the likelihood of success.”

The project emphasised the importance of international collaboration in building inclusive, context-specific solutions and highlighted the critical role of women’s leadership in strengthening community resilience to climate shocks.

Barriers to women’s leadership in climate action

The research revealed several systemic challenges undermining women’s participation in climate leadership, including limited access to decision-making spaces, obstacles to STEM education and career advancement, failure to utilise women's valuable knowledge in natural resource management and persistent gender norms that restrict women’s leadership opportunities in technical and policy domains.

By identifying these challenges, the project has generated vital insights to inform future programmes and policy reforms, both in Kenya and across the wider African region.

Universities leading the way

Dr Jones' research supports the THE White paper's recommendations for promoting gender equality through academic partnerships, international networking, increased funding, better data infrastructure and empowered champions to lead regional change efforts. The White paper highlights the vital role that universities play in advancing gender equality, and the University of Reading is among the leading institutions driving data-led, collaborative approaches to achieving SDG 5.