Gender Perspectives in Education: Strengthening Gender-Responsive Values to Achieve Sustainable Development Goals in the Globalization Era

Banu Ramanan (Universiti Utara Malaysia)
Mua'zam Mohamad (Northern University of Malaysia)

Journal of Gender and Millennium Development Studies
Vol. 2 No. 2 (2025): Journal of Gender and Millennium Development Studies, 2(2), 2025

Background: This study was motivated by the continued presence of gender bias in education in the era of globalization, where equality is often misunderstood as merely giving the same treatment to all students rather than addressing their diverse learning needs. Such misconceptions reinforce subtle forms of discrimination and limit students’ opportunities for equitable participation. Objective: This study aims to examine how gender-sensitive education strengthens students’ gender responsiveness and how these efforts align with the Millennium Development Goals (MDGs/SDGs), particularly those promoting gender equality and quality education. Method: A qualitative approach was employed using Fairclough’s Critical Discourse Analysis model. Data were collected through document analysis and interviews with teachers, counselors, and students to capture both textual and experiential dimensions. Results: The findings reveal that educational texts and practices continue to reproduce gender-role stereotypes and masculine leadership norms, although gradual improvements are evident through revised teaching materials, more inclusive classroom strategies, and increasing student agency. Conclusion: Gender-responsive education becomes effective when systematically embedded within the curriculum, guidance and counseling services, and school governance, and when aligned with SDG 4.7 and SDG 5 indicators. Originality/Value: This study provides novel empirical contributions to the fields of educational sociology, gender studies, and curriculum policy by uncovering the persistent reproduction of gender role stereotypes and masculine leadership norms alongside positive shifts through revised teaching materials, inclusive classroom strategies, and expanding student agency regarding the integration of gender responsive values in education in the context of advancing the Sustainable Development Goals (specifically SDG 4.7 and SDG 5) during the globalization era, which remains understudied. These findings enrich the existing body of knowledge and serve as a strategic reference in embedding gender responsive frameworks into academic curricula, upgrading school governance, and designing inclusive guidance and counseling interventions.