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ABSTRACT:

This paper examines how accessibility of educational campaigns, cultural sensitivity of content, and teacher involvement affect the effectiveness of gender education campaigns for girls in mountainous regions, as well as the moderating role of digital and traditional media platforms. A quantitative research design was applied, with survey data from 312 adolescent girls across mountainous areas in Vietnam, Nepal, India, and Indonesia. The study employed SPSS software for descriptive statistics, Cronbach’s alpha, exploratory factor analysis, multiple regression, and moderation analysis. Findings indicate that cultural sensitivity (β = 0.78), teacher involvement (β = 0.73), and accessibility (β = 0.68) significantly influence campaign effectiveness. Moreover, digital and traditional media platforms demonstrate a strong moderating role (β = 0.75), amplifying the impact of culturally tailored content on outcomes. By moving beyond descriptive accounts, this paper contributes to the literature on gender education in marginalized contexts by integrating structural, cultural, and pedagogical factors with delivery mechanisms. It also proposes practical insights for policymakers, NGOs, and educators to design campaigns that are not only accessible but also contextually resonant, ensuring that girls in geographically constrained regions gain real opportunities and expanded freedoms.

KEYWORDS:

Gender Education Campaigns; Cultural Sensitivity; Teacher Involvement; Accessibility; Digital and Traditional Media Platforms.

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