The United Nations' 2030 Agenda for Sustainable Development established goals (SDGs) for a flourishing global community. Educators play a key role in achieving gender equality (SDG 5) through the use of gender-responsive pedagogical practices that promote inclusive education (SDG 4). Teachers' sense of efficacy influences their use of pedagogical practices. This Research Topic explores teachers' sense of efficacy in their knowledge and awareness, use of gender-responsive pedagogy, and gender equity attitudes (Miralles-Cardona et al., 2021) for preservice and in-service educators in the Middle East and North Africa (MENA) Region.As an example of efforts in the MENA region, following the Kingdom of Morocco's 2030 National Reform Framework, Moroccan professors engaged in primary teacher preparation curricular reform efforts through collaborative research and design groups. The goals of this framework include promoting high-quality inclusive education for all (SDG 4) and gender equity (SDG 5). Educators play an important role in achieving these goals by providing gender-equitable practices in primary and secondary schools. Teacher preparation programs are responsible for preparing teachers with the knowledge, skills, and attitudes to implement gender-equitable practices effectively. To inform teacher preparation curricula, it is important to know the current state of pre-and in-service teachers' sense of efficacy for promoting gender equality during the early implementation of the primary teacher education curriculum. Understanding the current state of teachers' sense of efficacy can inform curricular refinement and future research efforts.This research topic focuses on issues related to gender equity knowledge and understanding, the use of gender-responsive pedagogy, and/or attitudes toward gender equity from a variety of perspectives and educational actors.
The United Nations' 2030 Agenda for Sustainable Development established goals (SDGs) for a flourishing global community. Educators play a key role in achieving gender equality (SDG 5) through the use of gender-responsive pedagogical practices that promote inclusive education (SDG 4). Teachers' sense of efficacy influences their use of pedagogical practices. This Research Topic explores teachers' sense of efficacy in their knowledge and awareness, use of gender-responsive pedagogy, and gender equity attitudes (Miralles-Cardona et al., 2021) for preservice and in-service educators in the Middle East and North Africa (MENA) Region.As an example of efforts in the MENA region, following the Kingdom of Morocco's 2030 National Reform Framework, Moroccan professors engaged in primary teacher preparation curricular reform efforts through collaborative research and design groups. The goals of this framework include promoting high-quality inclusive education for all (SDG 4) and gender equity (SDG 5). Educators play an important role in achieving these goals by providing gender-equitable practices in primary and secondary schools. Teacher preparation programs are responsible for preparing teachers with the knowledge, skills, and attitudes to implement gender-equitable practices effectively. To inform teacher preparation curricula, it is important to know the current state of pre-and in-service teachers' sense of efficacy for promoting gender equality during the early implementation of the primary teacher education curriculum. Understanding the current state of teachers' sense of efficacy can inform curricular refinement and future research efforts.This research topic focuses on issues related to gender equity knowledge and understanding, the use of gender-responsive pedagogy, and/or attitudes toward gender equity from a variety of perspectives and educational actors.