We all agree that education and equality are fundamental drivers of sustainable development. Indeed, the United Nations Sustainable Development Goals (SDGs) emphasise the importance of quality education (SDG 4) and gender equality (SDG 5) in creating a more just and prosperous world. Yet, despite significant progress, challenges remain in ensuring that all learners — regardless of gender — develop the skills and confidence needed to succeed. But what if, despite our best intentions, we are unintentionally reinforcing gendered thinking patterns?
My co-author Camelia Ilie, dean of INCAE Business School, and myself, published a paper based on a study focused on an Executive MBA (EMBA) programme and how it shaped students’ cognitive development for leadership and decision-making roles. While this research was conducted within the context of business and management education, the insights are relevant across disciplines. They highlight a crucial question for educators: Are our teaching approaches truly fostering equal opportunities, or are they perpetuating traditional gender roles?
In this blog, I want to explore how different cognitive skills develop in male and female students and what educators can do to create more balanced learning experiences.
The Neethling Brain Instrument (NBI): A Window into Thinking Styles
To assess students’ cognitive development in leadership and decision-making roles, we applied the Neethling Brain Instrument (NBI) at the beginning and end of the academic year, with the aim of evaluating the impact of the curriculum on their thinking styles. This neuroscience-based test categorises thinking preferences into four key areas:
- L1 (Logical-Analytical Thinking) – Rational, fact-based decision-making
- L2 (Organisational-Execution Thinking) – Structured, detail-oriented approaches
- R1 (Strategic-Risk Taking Thinking) – Visionary, big-picture mindset
- R2 (Social-Relational Thinking) – Interpersonal, empathetic skills
Research using the NBI has found that men often score higher in analytical and strategic thinking (L1 and R1), which are linked to problem-solving and leadership roles. Women tend to excel in execution and social intelligence (L2 and R2), which relate to teamwork and operational efficiency. These tendencies are not fixed but shaped by education, experiences, and societal expectations — meaning that educators have a role in helping students develop a more balanced skill set.
Key Findings: How Gender Influences Cognitive Development in Education
Before the application of the NBI test, we mapped the extent to which the different courses contained in the programme would potentially influence the development of leadership and decision-making skills. Our research found that, upon completion of the EMBA programme, female students showed significant improvement in organisational and execution skills — structured thinking, efficiency, and attention to detail. These are highly valuable abilities, but they are often associated with support roles rather than leadership. Male students, on the other hand, demonstrated stronger growth in strategic and risk-taking thinking — skills traditionally linked to leadership and innovation.
Despite overall cognitive growth, women made less progress in analytical and strategic thinking — critical skills for problem-solving and high-level decision-making. If these skills are underdeveloped, women may find it harder to progress into leadership roles in any field.
Conversely, men showed minimal improvement in social and emotional intelligence. The ability to communicate, collaborate, and empathise is essential in any profession, yet it seems to receive less emphasis in many educational settings.
What does this mean? Our teaching methods may be reinforcing existing tendencies rather than challenging students to develop well-rounded skill sets.
What Does This Mean for Higher Education?
While these results were very useful for us to evaluate the outcomes of the EMBA programme and the adjustments that could be made to the curriculum design, the findings suggest that, across disciplines, certain cognitive skills are being reinforced in predictable gendered patterns. If students enter university with different thinking styles, and our curricula amplify rather than balance these differences, we risk limiting their full potential.
The goal of higher education should be to develop well-rounded persons — students who can think analytically, organise effectively, strategize for the future, and engage meaningfully with others. To achieve this, we need to be more intentional about how we structure learning experiences.
How Can We Create More Balanced Learning Environments?
1. Challenge Students to Develop a Full Skill Set
Education should push students outside their comfort zones, for example:
- Encourage women to engage in strategic thinking and complex problem-solving.
- Help men strengthen their interpersonal and collaborative skills.
- Practical step: Assign diverse roles in group projects. If women naturally take on organizational tasks, ask them to lead strategy. If men default to decision-making, have them focus on team cohesion.
2. Use Teaching Methods That Encourage Cognitive Diversity
Are we teaching in a way that benefits all students equally? Think, for example about the following:
- Traditional assessments (such as exams and case studies) may favour analytical thinkers.
- Interactive, discussion-based learning can help develop social intelligence.
- Project-based work fosters both execution and strategic thinking.
- Practical step: Incorporate a mix of teaching methods to ensure students develop a broad range of cognitive skills.
3. Diversify Role Models and Examples
Role-modelling matters. If the success stories we highlight reinforce gender stereotypes, students will internalise them.
- Practical step: Feature a diverse range of thinkers, leaders, and innovators in your teaching materials.
4. Provide Personalised Learning Feedback
Every student has unique strengths and areas for growth. Personalised feedback can help them recognise their cognitive tendencies and work towards a more balanced skill set.
- Practical step: Use self-assessment tools to help students identify their cognitive strengths and set personal learning goals.
Final Thoughts and a Call to Action
If we truly want quality education to be a force for equality and sustainable development, we must be mindful of the ways we shape students’ cognitive skills. While this study was based on management education, the patterns it revealed can apply to many fields.
So let’s start a conversation:
- Are we doing enough to balance cognitive skill development across genders?
- What strategies have you used to encourage students to expand their thinking styles?
I’d love to hear your thoughts — leave a comment below or share your insights with the BILT community!
