The Sustainable Development Goal 5, Gender Equality in Teaching in Higher Education: a Case Study

• Rommel Esteban Martínez Loza ^[1] ; Gladys Merma Molina ^[2] ; Diego Gavilán Martín ^[2]
  1. [1] Universidad Central del Ecuador

     Universidad Central del Ecuador

     Quito, Ecuador

     
  2. [2] Universitat d'Alacant

     Universitat d'Alacant

     Alicante, España

     
• Localización: Trends in Innovation and Interdisciplinary Knowledge across Educational Settings / coord. por Rosabel Martínez Roig, Alejandro Armellini, 2024, ISBN 978-3-631-90499-2, págs. 73-85
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • One of the main cross-cutting Sustainable Development Goals is SDG 5 "Gender Equality". It aims to achieve equality and empowerment of women and girls. The scientific community has shown that gender equality is one of the pillars of the 2030 Agenda, so its treatment is essential in university education. On this basis, the aim of this study was to find out, through the perceptions of university teaching staff and students, the integration of the gender equality approach in teaching. To this end, 50 lecturers and 50 students took part in the study. The approach used in the research was qualitative and comparative. Two questionnaires were used for data collection. The content analysis was carried out with the Atlas ti programme. The most salient results, in relation to teachers' perceptions, showed that they integrate gender equality on a daily basis and through their own attitudes, develop actions to promote equality and respect students' views. The participants' opinions are in agreement with these statements. However, a small group of students argue that some teachers have preferential treatment of other students. It is concluded that although the opinions of both groups highlight the development of SDG 5 mainstreaming actions, these were not planned or systematized activities in the curriculum design.