By Dr. Victor Konde and Dr. Yee Kwan Tang
Executive Summary
The study investigates how Zambian students at different educational levels—junior secondary, senior secondary, and university—use various information sources when making academic subject choices, with a focus on gender differences. Findings show that students’ preferred information sources evolve with age and education level. Parents and teachers consistently ranked as the most useful and accessible sources across all levels and genders. However, reliance on digital platforms and career advisors increased notably at the university level, while traditional sources like printed materials and siblings declined in influence. Gender differences were evident: girls valued interpersonal sources (e.g., teachers, career advisors) more than boys. Access to important sources like teachers and printed materials decreased with higher education, creating gaps between information usefulness and accessibility.
The study calls for tailored, gender-sensitive interventions that reflect students’ developmental stages and information needs. Enhancing parental engagement, bridging accessibility gaps, and combating socio-cultural barriers are crucial to supporting equitable and evidence-based subject choices in Zambia and across Africa.
