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A qualitative-quantitative survey of 45 Filipino Muslim preservice teachers, supplemented by follow-up email interviews with ten participants, examines perceptions on integrating a gender perspective into education. Findings show progressive views on fluid gender norms, alongside conflicting beliefs that may reinforce gender stereotypes. Participants also value their institutions’ gender-sensitive commitment, but recognize gaps in understanding gender inequalities due to limited gender studies coursework. The study proposes actionable plans for future classrooms and discusses implications for promoting gender equality within inclusive educational settings.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/perceptions-towards-integrating-a-gender-perspective-into-education-a-study-of-muslim-preservice-teachers-in-the-philippines/594263/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/perceptions-towards-integrating-a-gender-perspective-into-education-a-study-of-muslim-preservice-teachers-in-the-philippines/594263.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is integrating a gender perspective in education considered important?","Question",{"text":112,"@type":113},"The text links inclusive education to integrating gender perspectives, highlighting educators’ roles in promoting gender equality through education and institutional commitments.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What methodology was used to explore perceptions in this study?",{"text":117,"@type":113},"A qualitative-quantitative survey was conducted with 45 Filipino Muslim preservice teachers, with ten participants also providing follow-up email interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the main findings about participants’ perceptions?",{"text":121,"@type":113},"Participants show progressive views on fluid gender norms and positive perceptions of institutional gender sensitivity, while also expressing conflicting perspectives and unrealistic views about gender inequalities due to insufficient gender-related courses.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594263,1792189279,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Perceptions towards integrating a gender perspective into education: A study of Muslim preservice teachers in the Philippines  \nVeronico N. Tarrayo  \nUniversity of Santo Tomas, Manila, the Philippines  \nMa. Annie Susaya  \nDelma A. Yuarata  \nNotre Dame University, Cotabato City, the Philippines  \nAbstract: To date, studies exploring Muslim preservice teachers’  \nviews on gender matters in education remain scant. We conducted a  \nqualitative-quantitative survey with 45 Filipino Muslim preservice  \nteachers, ten of whom participated in follow-up email interviews, to  \nexplore their perceptions towards integrating a gender perspective  \ninto education. The results indicate the participants’progressive  \nviews on fluid gender norms, although they also share conflicting  \nperspectives on gender roles that tend to reinforce gender stereotypes.  \nThe preservice teachers also report positive perceptions concerning  \ntheir institutions’ commitment to gender sensitivity and gender  \nmainstreaming in teacher-education curricula. However, they seem to  \nhave unrealistic views on gender inequalities in learning contexts  \nbecause of insufficient required or optional/elective courses related to  \ngender studies or gender equality (GE) they have taken. Nevertheless,  \ngeneral responses indicate the participants’ capacity to develop  \nconcrete plans that support GE in their future classrooms. The study  \nlikewise discusses implications for promoting GE in educational  \nsituations where inclusivity is encouraged or prioritised.  \nIntroduction  \nOne significant commitment to inclusive education in most contexts globally is the integration of gender perspectives. Within this premise, the crucial role of educators in promoting gender equality (GE) has been repeatedly emphasised in United Nations (UN) declarations. Specifically, gender values can be instilled in individuals, and gender equity and fairness can be realised through education (United Nations Educational, Scientific, and Cultural Organization [UNESCO], 2015) . Within this commitment, the crucial role of teacher-education institutions cannot be overlooked. An open-access manual for gender mainstreaming (GM) in teacher education has been published by UNESCO (2015) . The guide highlights that GE in education covers gender-inclusive and-responsive policies, school cultures, teacher attitudes, and gender-sensitive instructional materials and teaching. In relation to this UNESCO guide, Banegas et al. (2020) argue that teacher education is a vital ground where student teachers should learn and appreciate gender values and where they should be prepared as “agents of change for diversity, inclusion, and social justice,” especially when working with students of different  \ngenders and identities (p. 2) . Thus, preservice teachers are assumed to fulfil an essential social responsibility as future professionals, for they will be given the authority to carry and (re)produce norms promoting gender (in)equality (Sauntson, 2012) through their educational practices. The current study builds on all of these by concentrating on Muslim preservice teachers’ perceptions towards integrating a gender perspective in education in the Philippines, an aspect of the literature on diversity-focused education that has received little attention from scholars.  \nThere have been advances in education regarding the integration of a gender perspective across academic disciplines such as journalism (Larrondo & Rivero, 2019), teacher education (Kreitz-Sandberg, 2013; Lahelma, 2011; Robinson & Ferfolja, 2008), and sports science (Serra et al., 2018). Moreover, previous research, primarily qualitative ones, on gender in general education would reveal that integrating a gender perspective into teacher education can foster a supportive learning environment, especially for LGBTQIA+ (lesbian, gay, bisexual, transgender, queer and/or questioning, intersex, asexual, and other genders) students (Collier et al., 2015) . Likewise, a g","cbCaioEoRmvjLyds","https://ap.wps.com/l/cbCaioEoRmvjLyds","pdf",228767,18,"English","# Introduction\n## Inclusive education and gender perspectives\n## Prior research on gender in teacher education\n## Philippine policy and guideline context\n## Research gap and study focus","[{\"question\":\"Why is integrating a gender perspective in education considered important?\",\"answer\":\"The text links inclusive education to integrating gender perspectives, highlighting educators’ roles in promoting gender equality through education and institutional commitments.\"},{\"question\":\"What methodology was used to explore perceptions in this study?\",\"answer\":\"A qualitative-quantitative survey was conducted with 45 Filipino Muslim preservice teachers, with ten participants also providing follow-up email interviews.\"},{\"question\":\"What are the main findings about participants’ perceptions?\",\"answer\":\"Participants show progressive views on fluid gender norms and positive perceptions of institutional gender sensitivity, while also expressing conflicting perspectives and unrealistic views about gender inequalities due to insufficient gender-related courses.\"}]","Perceptions towards integrating a gender perspective into education: A study of Muslim preservice teachers in the Philippines | PDF",1792078828,45]