Demystifying Gender Sensitive Teaching on Science Education: Through the Lens of LGBTQIA+ Teachers

Abstract

Poor practice of gender-sensitive teaching in science education is alarming. I explored the concepts of gender-sensitive teaching in Science Education. Using qualitative-descriptive approach, purposive sampling, in-depth interview and thematic analysis, I found that LGBTQIA+ teachers viewed gender-sensitive teaching in science education as a dynamic and inclusive practice shaped by personal experiences, social interactions, institutional influences, and everyday classroom behaviors. The study may serve as a guide for educators, institutions, policymakers, and curriculum developers in promoting inclusive and gender-sensitive practices in science education. Future research may further explore gender-sensitive teaching through diverse perspectives, mixed methods, and institutional and cultural contexts to promote inclusive science education.