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This study aims to investigate the role of religious communities in sports in alleviating gender-based violence (GBV) in higher education institutions (HEIs). A literature integrative review is employed to explore the potential of religious communities in sports to mitigate GBV in HEIs, focusing on female pupils, staff members, and instructors. This methodological procedure provided a comprehensive understanding, providing a thorough understanding of the research, identification of research gaps and revealing areas where further research is needed. The study examined the effectiveness of sport as a technique to strengthen women's capacity to prevent and respond to gender based violence drawing on existing literature on prevention methods for gender based violence (GBV) in higher education institutions (HEIs). The synergy of religion and sport was highlighted in fighting against GBV. It focussed on female pupils, staff members and instructors. Major findings found were that religious communities in sport can play a vital role in GBV prevention and support, including serving as influential allies in GBV awareness campaigns and support services, providing a safe space for students to discuss GBV experiences and access resources, and enhancing GBV policy implementation and enforcement through collaborations with HEIs. This study introduces a novel approach to GBV mitigation in HEIs through religious communities in sport, highlighting the importance of intersectional collaborations in addressing GBV and informing policy and practice in HEIs, sport programs, and religious organizations. This study demonstrates the potential of religious communities in sports to alleviate GBV in HEIs, promoting inclusive and safe learning environments, challenging harmful gender stereotypes, and fostering holistic student well-being. By harnessing the collective power of religious communities and sport, we can work towards a future where GBV is eradicated in HEIs (280).
Published in: International Journal of Innovative Research in Multidisciplinary Education
Volume 05, Issue 03