Teacher Candidates' Views on the Theme of Gender Equality in Curricula: The Case of Turkey

Introduction

The concept of sustainability emerged with the recognition of the finite resources of the planet we inhabit. While sustainability was initially addressed within the context of environmental factors, it is now approached from a much broader perspective that includes economic and social dimensions. Education has also found its place within this comprehensive outlook. The United Nations (UN) emphasizes the importance of a holistic approach in creating conscious awareness about sustainability and highlights the significant role of education in transitioning to a new sustainable development model since the 1990s (Ferrer-Estevez & Chalmeta, 2021).

The concept of “Sustainable Development and Education” was first introduced in the comprehensive action plan formulated at the Earth Summit in Rio de Janeiro in 1992, which brought together 178 countries. Subsequently, significant concrete steps were taken through various institutional initiatives such as the United Nations Decade of Education for Sustainable Development (2005-2014) and the UN SDG Global Action Program (2014) (UN, 2023). Education takes center stage in the 2030 Agenda, launched in 2015, with Sustainable Development Goal (SDG) 4.7 defined as “ensuring that all learners acquire the knowledge and skills needed to promote sustainable development and sustainable lifestyles.” Within this context, by 2030, education aims to promote sustainable development through the acquisition of knowledge and skills required for sustainable living, human rights, gender equality, the promotion of a culture of peace and non-violence, fostering global citizenship and appreciation of cultural diversity (UN, 2015). Education is seen as both a fundamental right for creating a more just, prosperous, and inclusive world and a force for economic, social, and political transformation (UNESCO, 2019). Consequently, many higher education institutions strive to incorporate the goal of “Qualified Education” into their action plans.

One of the significant aspects of quality education in higher education that needs to be reflected not only in action plans but also in implementation is gender equality. Gender equality in education refers to ensuring equal access to education and equal benefits from education for individuals of all genders, as well as avoiding discrimination or stereotypes based on gender within educational systems (Acar-Erdol & Gözütok, 2019; Pollock et al., 2021; Spencer et al., 2015). UNESCO (2023) calls for attention to gender equality in every component of the education system, from access to education, content, teaching practices, and learning outcomes, as well as life and employment opportunities. In many studies, the significance of gender equality initiatives in higher education is emphasized, weaknesses are identified, and improvement efforts are being sustained (CEPES, 2011; Enge, 2014; Okenwa-Emgwa & Straus, 2018; Yar et al, 2022).

Teachers play a critical role in creating educational environments where gender equality is ensured and awareness is fostered. To effectively fulfill this crucial role, it is deemed necessary to instill this awareness in the teacher training process. By providing a quality teacher education that promotes gender equality in education, more competent teachers can be trained, thereby supporting the success of SDGs. In this context, gender equality, which holds an important place among the sustainable development goals, should be integrated into the curriculum and presented to teacher candidates (Acar-Erdol & Gözütok, 2019; Pollock et al., 2021; Stake & Hoffmann, 2001).