GENDER CULTURE FORMATION IN FUTURE PRIMARY TEACHERS BASED ON SDGS

Abstract

Background: SDG target 4.7 positions education as a driver of sustainable development and explicitly includes gender equality among the knowledge and skills learners should acquire. SDG 5 further requires systemic action to end discrimination and advance gender equality. Teacher education is a leverage point because SDG monitoring emphasizes the extent to which ESD/GCED are mainstreamed in policies, curricula, teacher education, and assessment—and because primary teachers shape early learning environments where stereotypes and participation patterns form. 

Purpose: To synthesize evidence (2015–2025; English sources) on forming the gender culture of future primary school teachers through SDG-aligned teacher education, and to propose an operational model: (i) thematic synthesis of the evidence base; (ii) a competency–indicator matrix; and (iii) a practical 3-credit university module with assessments and rubrics.

Methods: A scoping review consistent with PRISMA-ScR reporting guidance. We searched policy repositories (SDG/UN statistics metadata; UNESCO/UN resources) and peer-reviewed research across major publisher platforms and open-access venues using structured queries combining SDG 4.7/ESD/teacher education with gender equality/gender-responsive pedagogy/self-efficacy. Inclusion criteria: 2015–2025, English, relevance to pre-service teacher education (with emphasis on primary or general teacher preparation) and explicit conceptual/empirical link to gender equality and/or SDG/ESD competencies. Synthesis used a hybrid deductive–inductive thematic approach, mapping findings onto competency domains and assessment indicators. 

Results: Five themes emerged: (1) policy–measurement backbone (SDG 4.7; indicator 4.7.1; teacher education mainstreaming); (2) definitional convergence on gender culture as integrated knowledge–values–practice (gender-responsive pedagogy); (3) curriculum design patterns for embedding SDG/ESD in teacher education and their barriers; (4) evidence that targeted coursework/training can improve attitudes and efficacy, reducing implicit/explicit bias; (5) measurement feasibility using validated self-efficacy instruments for ESD and gender-equality practice. A competency matrix and modular syllabus translate these themes into assessable outcomes.

Conclusions: SDG-aligned formation of gender culture in future primary teachers is feasible when teacher education moves from topic coverage to competency-based design with validated measurement and performance rubrics. The proposed module provides a replicable structure to mainstream SDG 4.7 and SDG 5 within initial teacher education.