Exploring the Effects of Gender-Responsive Pedagogy on Students’ Learning Experience in Cambodia

Project Objective

• To investigate the impact of teachers’ knowledge, attitude, and mindset on gender-related practices in the classroom.
• To explore students’ learning experience in relation to teaching practices.
• To examine school leaders’ support for gender equity in the broader classroom environment.

Project Description

This project is part of Education Development Trust (EDT)‘s multi-year research program aimed at improving the overall understanding of the impact of Gender Responsive Pedagogy (GRP) and its potential to improve learning outcomes for both boys and girls. In the first year (2022), CDRI, in partnership with EDT conducted a research study on “Students’ Learning and the Use of Gender-Responsive Pedagogy.” The study identified GRP as a good pedagogy because it is an approach to teaching and learning that pays attention to the needs of both boys and girls. It is also a powerful tool to entrench gender equality in and through education. The first-year study also identified limited evidence regarding the impact of teachers’ attitudes, use of gendered language, and practices; thus, more research is needed in this area to inform education policy and enhance the implementation of GRP. CDRI and EDT will conduct a follow-up study with teachers as the key focus this year. The study will explore teachers’ knowledge, attitude, and mindset around gender and how they translate into experience and achievement for boys and girls in the classroom.