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This study explored the perspectives and experiences of educators and students regarding the challenges and opportunities of teaching gender and culture within the framework of Philippine education. Using a qualitative phenomenological approach, data were gathered through semi-structured interviews and document analysis at the Technological University of the Philippines. The findings revealed that while gender and development (GAD) principles are recognized in educational policies, their integration into the curriculum, teaching strategies, and learning materials remains inconsistent and superficial. Educators expressed a lack of institutional support, standardized teaching resources and training opportunities, which hinder meaningful implementation of gender-responsive education. Students, on the other hand, observed that discussions on gender and culture are often presented in passing and without depth, limiting their impact on developing critical awareness. The study also uncovered cultural resistance, particularly among learners, rooted in traditional and religious beliefs that challenge more inclusive gender perspectives. Despite these barriers, both educators and students acknowledged the transformative potential of integrating gender and culture into the learning process. When approached with sensitivity and relevance, these discussions foster critical thinking, cultural pride and greater empathy among students. The results affirm that teaching gender and culture can be empowering, but it requires sustained institutional commitment, well-trained educators and culturally grounded pedagogical practices. The study concludes by emphasizing the need for a comprehensive, values-transformative approach to gender and culture education, one that moves beyond compliance with policy and instead fosters inclusivity, equity and social consciousness within Philippine classrooms.
Tagaza et al. (Thu,) studied this question.