Paper Title: Gender Sensitization in Teacher Training Programs
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Abstract:
Gender sensitization has become an essential component of inclusive and equitable education in the 21st century, particularly within teacher education programmes. Despite policy commitments at both national and international levels, gender stereotypes and biases continue to persist in curriculum content, classroom practices, institutional cultures, and teacher attitudes. As future educators play a significant role in shaping learners’ perceptions, behaviours, and social values, integrating gender sensitivity into teacher preparation is necessary for promoting equality and social justice in educational settings. The present study critically examines the role and importance of gender sensitization in pre-service teacher education programmes in India, with special reference to Bachelor of Education (B.Ed.) and Diploma in Elementary Education (D.El.Ed.) courses. Using a narrative review approach, the study analyses policy documents such as the National Education Policy (NEP) 2020, National Curriculum Framework for Teacher Education (NCFTE) 2009, and global frameworks including Sustainable Development Goals (SDG 4 and SDG 5) and UNESCO guidelines. It also reviews relevant theoretical perspectives such as Social Learning Theory, Feminist Pedagogy, Transformative Learning Theory, Critical Pedagogy, and Gender Schema Theory to understand the conceptual foundations of gender sensitization in teacher education. The findings of the study indicate that although gender equality is recognised in policy frameworks, its implementation in teacher education programmes often remains limited and symbolic. Curriculum integration is frequently superficial, and opportunities for experiential learning, reflective practices, and institutional gender-sensitive initiatives remain inadequate. The study highlights the importance of strengthening curriculum content, teacher training modules, co-curricular activities, and institutional practices to promote gender-responsive teaching. The study concludes that gender sensitization must be treated as a core component of teacher education rather than an optional topic. Strengthening gender-sensitive training will help develop inclusive classrooms, reduce stereotypes, and empower teachers to act as agents of social transformation. The findings provide practical recommendations for improving teacher education programmes in alignment with national educational priorities and global commitments to equity and inclusion.
Keywords:Gender Sensitization, Teacher Education, Gender Equality, Inclusive Education, NEP 2020, SDG 5
DOI Link – https://doi.org/10.63431/AIJITR/3.II.2026.55-61
Review By – Dr. Sanjay Sarkar and Dr. Shiladitya Satpathi