Gender sensitization programs in higher secondary schools are essential for fostering equitable learning environments. However, gaps persist in educator awareness and implementation. This study investigates the level of awareness, sources of information, and perceptions of Master of Education (M.Ed.) students regarding gender sensitization programs in higher secondary schools. A descriptive survey design was adopted, involving 89 M.Ed. students from six teacher education institutions. Data were collected through structured questionnaires and analysed using descriptive statistics (mean, standard deviation) and inferential statistics (independent-sample t-tests). Findings revealed moderate to high levels of awareness, with minimal gender differences (female mean = 26.41; male mean = 25.96). Students accessed information from diverse sources, though perceptions of program effectiveness varied, suggesting the need for more structured training. M.Ed. students generally viewed gender sensitization programs positively, though gaps in practical application remain. The study highlights the need for systematic integration of gender sensitization into teacher education curricula, aligning with Sustainable Development Goals 4 (Quality Education) and 5 (Gender Equality).
Thamarasseri et al. (2026) studied this question.