Gendered motivations and demographic factors in programme selection: A comparative analysis

Background: Global education frameworks increasingly emphasise the alignment of academic programmes with labour market demands and equity imperatives. Strengthening career guidance and enhancing curricular relevance are considered essential for supporting informed student decision-making and long-term employability. Objectives: This study investigates motivational dimensions and gender-based differences influencing programme selection among Bachelor of Commerce and Economics students in the Faculty of Social Sciences at the National University of Lesotho. The study explores how demographic profiles and motivational orientations shape academic choices and perceived programme value. Methods: A descriptive quantitative survey was administered to 159 first-year students. Data were analysed by using SPSS for exploratory factor analysis, reliability testing and independent samples t-tests to assess gender differences across seven motivational constructs. Chi-square analysis examined associations between gender and programme choice. Results: Seven motivational factors emerged: instructional quality, academic ease, career value, social endorsement, programme popularity, intrinsic interest and prestige. While most factors showed no significant gender differences, male students scored significantly higher on intrinsic interest and future utility. No statistically significant association was found between gender and programme choice. Conclusion: Student decision-making reflects a complex interplay of personal motivations and institutional influences. Although overt gender disparities in programme enrolment are narrowing, motivational differences persist, particularly among male students. Contribution: The study offers actionable insights for gender-sensitive advising, inclusive programme design and strategic planning. The study supports Sustainable Development Goals (SDG 4 and SDG 5) by promoting motivation-aware academic environments that foster informed, aspiration-driven choices.