A Qualitative Case Study of Selected Junior High School Students' Perceived Experiences in a Catholic School Transitioning from a Single-Sex to a Coeducational Institution: Basis for Promoting Gender-Transformative Education

This qualitative case study explored the lived experiences of selected Junior High School students at a Catholic school during its transition from a single-sex to a coeducational institution, which began in School Year (SY) 2021–2022. Utilizing the ADKAR (Awareness, Desire, Knowledge, Ability, and Reinforcement) change management model and thematic analysis, the study revealed that to achieve a peaceful and harmonious coexistence, male students recommended integrating values formation and life skills into their learning experiences, whereas female students advocated for the implementation of proactive, preventive care measures across the campus. Furthermore, through the lens of Gender Socialization theory, findings indicated that male and female students exhibited divergent attitudes, beliefs, and behaviors toward the institutional shift. Given these dynamics, the researcher utilized a Gender-Transformative Education approach to formulate recommendations for future school policies and practices. These recommendations include: developing gender-sensitive policies; integrating gender equality into teaching and learning frameworks; providing structured values formation and life skills programs; conducting regular gender-sensitivity training; involving families and the community to reinforce positive gender values beyond the school setting; and conducting a feasibility study to establish a dedicated Gender and Development (GAD) office within the institution.