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Arjun Chopra
Independent Researcher
Delhi, India
Abstract
Between 2020 and 2020, educational boards worldwide have increasingly sought to dismantle entrenched gender biases through the design and implementation of gender-inclusive curricula. This study provides an in-depth examination of policy evolution, curriculum development processes, pedagogical practices, and stakeholder experiences across five major boards. Employing a convergent mixed‐methods design, we synthesized findings from a systematic document analysis of board guidelines, a survey of 200 teachers and senior students, and semi‑structured interviews with board officials and teacher leaders. The analysis reveals a spectrum of implementation fidelity: while some boards have advanced comprehensive integration in all core subjects, others remain in nascent stages due to structural, cultural, and resource constraints. Teacher preparedness emerges as a critical determinant, with those receiving ongoing professional learning communities reporting greater confidence and more frequent use of inclusive pedagogies. Student feedback underscores the importance of safe classroom environments and culturally relevant materials. Despite progress, significant gaps persist in rural contexts, digital access, and assessment frameworks capable of capturing gender literacy. We identify six key enablers—leadership commitment, sustained capacity building, diversified resource provisioning, community partnerships, robust monitoring mechanisms, and cross‑board collaboration—and four primary barriers—limited budgets, outdated materials, resistance from local stakeholders, and insufficient assessment tools. Drawing on these insights, we propose a multi‑tiered implementation model that harmonizes policy directives with localized adaptations, recommends scalable digital modules, and advocates for participatory curriculum design. These recommendations aim to guide boards in achieving equitable, consistent, and culturally responsive gender-inclusive curricula that contribute meaningfully to Sustainable Development Goals 4 and 5.
Keywords
Gender-Inclusive Curriculum, Curriculum Implementation, Educational Boards, Equity, 2020–2020
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