A, Practicing Gender-responsive Inclusive Pedagogy in Higher Secondary Education in Bangladesh: Perspective of SDG-4
Keywords:
Gender-responsive Pedagogy, Inclusion, Higher Secondary Education, Bangladesh, SDG-4Abstract
This study explores teachers’ capacities to implement gender-responsive inclusive pedagogy in higher secondary education in Bangladesh. The findings reveal a lack of specific curricular guidelines for achieving gender parity, creating a gender-friendly learning environment, addressing diverse learning needs, and reducing gender discrimination. However, the professional development training manual provides useful guidance for gender-responsive teaching practices. Using a qualitative research design, the study collected data from 12 government colleges across 12 districts in six divisions of Bangladesh. The respondents included 31 teachers and 21 students. Thematic analysis identified six key themes: pedagogical preparedness, teaching-learning activities, classroom management, language and interaction, feedback and assessment, and professional development. The findings indicate positive efforts by teachers to promote equal participation, inclusive communication, and gender equality, although challenges remain in classroom implementation and institutional support. The study recommends developing specific policy guidelines, integrating gender-responsive pedagogy into teacher training manuals, and strengthening institutional support to promote inclusive and equitable quality education in line with Sustainable Development Goal 4 (SDG-4).
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