Abstract:
Gender-Based Violence (GBV) remains a pervasive challenge worldwide, with significant implications
for individuals’ safety, well-being, and educational success. Although universities
are ideally spaces for learning and empowerment, they are often affected by Gender Based Violence,
which negatively impacts students’ academic and personal lives. In Sri Lanka, limited
research exists regarding university students’ awareness and perceptions of GBV, creating a
knowledge gap that hinders effective policy and intervention design. This study aimed to assess
the level of insight university students have about different forms of GBV, their perception of
its seriousness within campus environments, and their knowledge of institutional policies and
support mechanisms. The central research questions were how aware university students are of
the various manifestations of GBV, how seriously they perceive the issue and how familiar they
are with the university’s procedures and policies related to GBV. A review of relevant literature
indicated that while GBV awareness programs and policies are critical in higher education
institutions globally, students’ understanding often remains incomplete, particularly regarding
less visible forms of violence and institutional responses. This gap is exacerbated by cultural
norms and limited policy visibility in Sri Lankan universities. The study employed a quantitative
descriptive methodology, surveying 75 undergraduate students from four major Sri Lankan
universities using a structured questionnaire. The data were analysed using descriptive statistics
and content analysis of open-ended responses. Results showed that although 74.7% of
students had heard of GBV and most could identify common forms like sexual harassment and
verbal abuse, many lacked awareness of other forms and institutional policies. Most students
rated GBV as only slightly or moderately serious at their universities. Furthermore, a majority
were unaware of university support systems or reporting procedures, highlighting critical
gaps in awareness and institutional communication. The findings underscore the need for Sri
Lankan universities to enhance GBV education, increase policy transparency, and establish accessible
support mechanisms. Improving student knowledge and institutional responsiveness
is essential to creating safer, more supportive campus environments. This research provides
evidence-based recommendations for university administrators, educators, and policymakers to
address these challenges effectively.
