The Argument for Feminist GenAI and Its Implications for Adult Higher Education

The current study, anchored on Feminist theory, specifically cyberfeminism, identifies educational cases that call for a gendered approach to designing and implementing GenAI for women and feminist GenAI principles for creating inclusive learning environments for women in adult higher education. Through document analysis and targeted policy reviews, the study reveals systemic biases and barriers that hinder women's engagement with GenAI. Eleven (11) documents comprising four articles and seven intercontinental global GenAI regulatory frameworks formed the core analytical sample. Findings from the study revealed that educational cases for fostering a gendered approach to GenAI hinge on familiarity with GenAI, biases in training, academic discipline, occupational career, and GenAI ban. Employing cyberfeminism theory and thematic analysis of the policy documents, five core feminist GenAI principles were discussed involving user/equity-centered design, women empowerment, women agency, equitable access, and a focus on culture and diversity.