CTU Journal of Innovation and Sustainable Development | 2026
Authors: Villanueva L.A.A.
DOI: 10.22144/ctujoisd.2026.002
Journal: CTU Journal of Innovation and Sustainable Development
Year: 2026
Publisher: Can Tho University
Document Type: Article
Open Access: All Open Access; Gold Open Access
Cited by: 0
This study examined how gender and development (GAD) concepts and principles are incorporated into English 10 learning materials using a mixed-methods approach. The examination of lesson plans and self-learning modules through content analysis revealed biases supporting traditional gender roles, such as inadequate representation of women and showing stereotypical gender behaviours. Interviews with English 10 public teachers highlighted diverse strategies they employed, despite limited exposure to GAD concepts, suggesting a lack of comprehensive training in this area. However, teachers still endeavour to integrate these principles into their instruction to foster inclusivity, though challenges persist, such as biases influencing disciplinary measures. The findings of this study highlight the importance of challenging narrow views and promoting inclusive practices in educational materials. This study contributes to the ongoing efforts to promote gender equality and diversity in education highlighted in UNESCO’s Education for All initiative (2003), emphasizing the need for continuous awareness, sensitivity, and proactive integration of GAD principles in educational settings. © 2026, Can Tho University. All rights reserved.
Content analysis; gender and development; inclusivity in education; learning materials; mixed-methods; SDG 4