Integrating Gender and Cultural Perspectives in Pedagogy: A Study of Transformative Teaching Practices in Philippine Higher Education Institutions

Dulce Rodriguez; Fritz Krieg Allawey; Sonia Belarde; Ronie Soriano; Eduardo Carag; Reymarie Caban

doi:10.63931/ijchr.v7iSI2.233

Authors

Dulce Rodriguez Don Mariano Marcos Memorial State University
Fritz Krieg Allawey Don Mariano Marcos Memorial State University https://orcid.org/0009-0006-5255-4103
Sonia Belarde Apayao State College https://orcid.org/0009-0002-9057-5803
Ronie Soriano Pangasinan State University https://orcid.org/0000-0002-8602-8789
Eduardo Carag Cagayan State University https://orcid.org/0009-0001-7993-0715
Reymarie Caban Apayao State College https://orcid.org/0009-0009-3305-1510

DOI:

https://doi.org/10.63931/ijchr.v7iSI2.233

Keywords:

gender-responsive pedagogy, cultural inclusivity, transformative teaching, higher education, Philippine universities, inclusive education, student engagement, critical pedagogy

Abstract

This study examined how gender and cultural perspectives are integrated into the teaching practices of faculty members from three Philippine Higher Education Institutions: Don Mariano Marcos Memorial State University, Apayao State College, and Pangasinan State University. Using a qualitative case study design, the research explored educators’ experiences, perceptions, and strategies in promoting equity, diversity, and inclusion in the classroom. Findings revealed that faculty members implemented transformative practices such as inclusive curriculum planning, culturally responsive instruction, and student-centered approaches that enhanced learner engagement and critical awareness. Themes included pedagogical self-awareness, community-grounded content, institutional support challenges, and advocacy-driven strategies. Despite notable gains, faculty members cited limited resources and training as barriers to deeper integration of gender and cultural frameworks. The study emphasizes the importance of empowering educators with culturally sustaining pedagogy, professional development opportunities, and strong institutional policies. The study concludes that while promising practices exist, more systemic interventions are required to sustain equitable and inclusive education in Philippine higher education. The findings support literature on critical pedagogy, differentiated instruction, and multicultural education as foundational to transformative teaching.

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