Gender-responsive teaching: What strategies are teacher educators using for gender mainstreaming implementation?

Gender equality (GE) in education remains a global priority, yet its inclusion in teacher education programs is inconsistent. This study explored the integration of gender-responsive pedagogy (GRP), analyzing faculty teaching content and methods. Using a descriptive cross-sectional survey, data from 161 pre-service teachers were gathered through validated GRT scales. Results show that gender-related topics are moderately covered, focusing on gender-based violence and equal opportunities, while foundational concepts are overlooked. Teaching methods relied on lectures and projects, with limited use of interactive strategies. Findings revealed weak institutional commitment to gender, emphasizing the need for curricular reform, faculty training, and accountability to advance GE teaching.