Cultural Values and Educational Transitions of Girls: A Systematic Literature Review
Leonard Ngungi Matolo
*
Jomo Kenyatta University of Agriculture and Technology, Kenya.
*Author to whom correspondence should be addressed.
Abstract
Education has long been recognized as a fundamental human right as well as a pillar for the advancement and sustenance of human rights. In line with this ideal, global initiatives have placed equitable access to education high on their priority lists. Notwithstanding considerable improvement in girls' primary school enrolment and completion rates, gender gaps in education attainment undermine their long-term futures. Consequently, the long-hyped magic of girls' education as a catalyst for development is yet to be reached. Cultural barriers hold the girl back, particularly in education within higher level As educational disparities continue to pervade societies globally, understanding and addressing the root causes of such imbalances remains an urgent agenda. Accordingly, this study assessed cultural values and educational transitions of girls. The study used systematic literature review to find culturally related literature and the trend in girls' education. It examined key thematic issues such as cultural beliefs, individual and communal practices, family values, societal perception, and impact from the contemporary world, where the issue of girls' education arises in empirical studies. In this study, articles were considered if they met the following conditions: published between 2014 and 2025, English language articles, peer-reviewed articles, explicitly stated cultural values. This study was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses to guide the selection process, where 18 articles were deemed suitable for inclusion in the review on the basis of these criteria. The findings highlight that girls' transitions and achievement in education are significantly influenced by gender roles, power, and dominant cultural norms that permeate formal policies and overrule them in favour of gender equity. Sustainable change requires community-level, culturally sensitive interventions that reverse undesirable customs, build institutional trust, and empower girls through mentorship, health education, and participatory policies which complement but also redefine local values.
Keywords: Cultural values, equity, girls' education, higher education, transitions