Gender-sensitive organization of the teaching and educational process in secondary schools

Анотація

In the modern era, the development of societies is determined not only by economic indicators but also by the assurance of social justice, equality, and human rights. Consequently, the principle of gender equality has become one of the key indicators of democracy and social progress. One of the essential preconditions for sustainable national development is the maintenance of gender balance in society, ensuring that women and men participate equally and responsibly in social, political, economic, and cultural life. Education, and particularly the teaching and upbringing process, plays a decisive role in this context, as it shapes individuals’ worldviews, social values, and behavioral models. Therefore, gender equality is both a matter of social justice and a strategic direction for national development. Gender relations, understood as the set of behavioral norms attributed to men and women within different societies, are closely linked to the moral and ethical education of each gender. The upbringing of both men and women in accordance with existing moral and cultural norms is one of the defining features of modern social life. The teaching and educational process in secondary schools plays a pivotal role in shaping students’ personalities, systems of values, and behavioral patterns. As one of the primary social institutions influencing children’s worldview, social relations, and culture of gender communication, the school environment must integrate a gender-sensitive approach into both educational content and pedagogical practice. Ensuring gender-sensitive organization within schools involves embedding gender principles in curriculum design, pedagogical methods, and classroom interactions. Gender stereotypes in education often hinder the full development of the potential of both genders. Promoting gender-neutral values and mutual respect contributes to a more inclusive and effective learning environment. Conversely, gender inequality in teaching may negatively affect students’ self-confidence, motivation, and future social role models. Hence, the preparation of pedagogical staff and their capacity to apply principles of equality in the teaching process are of crucial importance. Discrepancies in teachers’ gender perspectives can negatively impact the promotion of gender values among students. Observations indicate that integrating gender training into teacher education and professional development programs plays a significant role in addressing these challenges. Implementing gender-sensitive approaches at the level of education policy requires not only a robust legal framework but also the maintenance of gender balance in school management and governance. The collaboration between school leadership, teachers, and parents is essential to achieving gender justice and social equality. The gender-sensitive organization of the teaching and educational process in secondary schools should be viewed not only as a pedagogical issue but also as an integral aspect of socio-cultural development. Effective implementation of this approach necessitates the creation of gender-sensitive learning environments, teacher awareness, the gender-balanced revision of textbooks, and the strengthening of school-family cooperation. Gender discrimination, embedded in long-standing social norms, practices, and behaviors, remains a significant challenge in many societies. Despite international human rights frameworks guaranteeing equality regardless of gender, race, language, or religion, disparities persist in access to land, property, education, and employment. Therefore, fostering gender equality among students must be both a local and global priority. Gender inequality hinders not only national progress but also the overall human potential of societies, deepening social divisions and slowing down inclusive development. Empirical data from surveys conducted with school directors, teachers, and students indicate that gender-sensitive approaches positively influence the quality of education. The study involved 7 school principals, 120 teachers, and 350 students. The findings suggest that integrating gender awareness into teaching enhances both social-psychological and academic development among students. Ultimately, improving the gender-sensitive teaching and educational system is a prerequisite for building an inclusive society grounded in human rights. Such an approach ensures equal educational opportunities and enhances overall teaching quality. A gender-sensitive perspective in education guarantees that both girls and boys learn in an environment free from stereotypes and discrimination.