Understanding and Awareness of GRP: Evidence from Classroom Practices and Beliefs of Teachers

Abstract

This study explores primary school teachers’ understanding and application of Gender Responsive Pedagogy (GRP) in social studies classrooms in Khyber Pakhtunkhwa, Pakistan. Using a qualitative research design, semi-structured interviews were conducted with twenty-eight teachers (male and female) selected from rural and urban public schools. The data were analyzed through thematic analysis to identify key patterns related to teachers’ beliefs and classroom practices. The findings reveal that teachers have limited awareness and conceptual understanding of gender and GRP. Although various teaching strategies such as discussion, storytelling, role play, and question-answer sessions were used, they were not intentionally implemented in a gender-responsive manner. Classroom practices remained largely teacher-centered, with minimal focus on equal participation, stereotype reduction, inclusive language, and confidence building. The study concludes that while teachers show positive attitudes toward participatory learning, the practical integration of gender-responsive principles remains weak. The research highlights the need for targeted training and professional development to strengthen the implementation of Gender Responsive Pedagogy in primary education.