Developing a Gender Equity, Diversity, and Inclusivity (Gedi)-responsive curriculum framework for Philippine higher education
A qualitative case study of faculty perspectives
Bibliographic Data
The findings revealed that faculty members perceived GEDI integration as largely symbolic, with vague mentions in syllabi but insufficient curricular outcomes. Key gaps included (1) uneven implementation across disciplines (stronger in Social Sciences/Education vs. STEM), (2) non-standardized GEDI strategies, (3) faculty resistance and inadequate training, (4) marginalization of underrepresented identities in content, and (5) weak policy enforcement. A four-layer GEDI-Responsive Curriculum Framework ( macro, meso, micro, nano ) was proposed to embed intersectionality, contextual relevance, and accountability across all educational levels. This research bridges policy-practice gaps by aligning with the local and international higher education curriculum and emphasizing intersectionality, localized reforms, and measurable competencies (e.g., empathy, critical gender consciousness). The findings of the study are context-specific to selected Philippine regions, and broader applicability requires further validation. Underrepresented contexts (e.g., Indigenous Peoples and disability-specific programs) were minimally covered. Future research should broaden geographic coverage and pilot systematic feedback systems to evaluate the applicability and sustainability of the framework across diverse higher education contexts
Accountability · Curriculum · Curriculum development · Higher education · Indigenous · Indigenous Education · Intersectionality · Qualitative research · Sustainability · Syllabus · Feminist Theory and Gender Studies · International Human Rights and Reproductive Law · Teacher Education and Assessments
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| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |