Teacher Educators’ Perceptions of Factors Influencing Gender Mainstreaming Implementation in University Teaching 30 Years after Beijing

Cristina Miralles-Cardona; Esther Chiner; Renáta Tichá; José M. Esteve-Faubel; Brian H. Abery; Susan V. Sanhueza-Henríquez

doi:10.36923/jicc.v25i1.1005

Open Access Article Gender Studies

Cristina Miralles-Cardona ⁽¹⁾ , Esther Chiner ⁽²⁾ , Renáta Tichá ⁽³⁾ , José M. Esteve-Faubel ⁽⁴⁾ , Brian H. Abery ⁽⁵⁾ , Susan V. Sanhueza-Henríquez ⁽⁶⁾

1. Institute for Gender Studies Research, University of Alicante

2. School of Education, University of Alicante

3. Institute on Community Integration, University of Minnesota

4. Department of Didactics, University of Alicante, Alicante

5. Institute on Community Integration, University of Minnesota

6. Department of Education, University of Chile, Santiago

https://doi.org/10.36923/jicc.v25i1.1005

Issue
Vol. 25 No. 1 (2025)

Submitted
2024 October 14

Accepted
2024 December 12

Published
2025 March 10

Keywords:

Gender Equality, gender mainstreaming, pre-service teacher education, teacher educators' perceptions, SDG4, SDG5

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Abstract

This study explores the perceptions of teacher educators at a public higher education institution in Alicante, Spain, regarding the implementation of gender mainstreaming (GM) in university teaching. Addressing a historically under-researched area, the research examines the impact of GM policies on teacher education programs and identifies barriers to the effective integration of a gender-responsive approach. Using qualitative methods, including interviews, document analysis, and a questionnaire, data were collected from nine educators to assess institutional support, policy implementation, and pedagogical engagement with GM. Findings reveal a limited impact of GM policies, largely due to the absence of institutional support, clear guidelines, and structured implementation strategies. Key challenges include resistance to GM, inadequate gender training, and the lack of operational equality plans, highlighting the need for institutional commitment, professional development, and systematic policy enforcement. The study underscores the importance of aligning university teaching with international gender equality standards, particularly Sustainable Development Goals (SDGs) 4.7 and 5. This analysis contributes to global discussions on gender policies in education and offers recommendations for fostering gender-sensitive teaching cultures in higher education institutions.

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Authors

Cristina Miralles-Cardona

https://orcid.org/0000-0002-2903-0970

cristina.miralles@ua.es (Primary Contact)

Esther Chiner

https://orcid.org/0000-0002-1546-7071

Renáta Tichá

https://orcid.org/0000-0001-6431-5261

José M. Esteve-Faubel

https://orcid.org/0000-0001-9769-1351

Brian H. Abery

https://orcid.org/0000-0001-6431-5261

Susan V. Sanhueza-Henríquez

https://orcid.org/0000-0002-7553-8791

Author Biographies

Cristina Miralles-Cardona

Cristina Miralles-Cardona, PhD, is a Juan de la Cierva research fellow at the University of Alicante, Alicante, Spain. She holds a PhD in Interdisciplinary-Gender-Studies and a Master’s degree in Educational Psychology (University of Minnesota, UMN). Her research interests include teacher education for the sustainable development of gender equality, inclusion, and mental health.

Esther Chiner

Esther Chiner, PhD, is an associate professor of Educational Research and Assessment in the School of Education at the University of Alicante, Alicante, Spain, Dept. of Health Psychology. She holds degrees in Psychology and Education and a PhD in Education. Her research interests are related to the educational and digital inclusion of diverse students.

Renáta Tichá

Renata Tichá, PhD, is a Senior Research Associate at the Institute on Community Integration, University of Minnesota, Twin Cities, MN, USA. She currently works as a co-PI on the RRTC/CL (Rehabilitation Research and Training Center on Community Living) project on which she directs a study on secondary data analysis of the National Core Indicators data. Currently, she is the President of IASE (International Association for Special Education).

José M. Esteve-Faubel

José M. Esteve-Faubel, PhD, is a Professor of Music and Dean of the Faculty of Education at the University of Alicante. He holds degrees in Primary Education, Philosophy and Science of Education, and Music, alongside a PhD with special distinction from the University of Alicante. His expertise spans music pedagogy, musicology, ethnomusicology, flute performance, composition, and choral conducting. His research focuses on the intersections between music, diversity and education.

Brian H. Abery

Brian H. Abery, PhD, is a Senior Research Associate at the Institute on Community Integration (ICI), University of Minnesota, Twin Cities, MN, USA. He is the Coordinator of School-Age Services at the ICI and an adjunct faculty member within the Institute on Child Development and School Psychology Programs at the University of Minnesota. He has an extensive background in research, assessment, program development, and evaluation related to children, youth, and adults with disabilities.

Susan V. Sanhueza-Henríquez

Susan V. Sanhueza-Henríquez, PhD, is a Lecturer of Educational Research and Assessment in the School of Social Sciences at the University of Chile, Santiago. She holds a PhD from the University of Alicante and a Postdoctoral Fellowship in Migration, Language, and Culture from the University of Valencia. She has led R&D projects funded by CONICYT and international collaborations with Mexico and Spain. Her teaching focuses on educational research methods, while her research interests centre on intercultural education and communication in migration contexts.

Miralles-Cardona, C., Chiner, E., Tichá, R., Esteve-Faubel, J. M., Abery, B. H., & Sanhueza-Henríquez, S. V. (2025). Teacher Educators’ Perceptions of Factors Influencing Gender Mainstreaming Implementation in University Teaching 30 Years after Beijing. Journal of Intercultural Communication, 25(1), 29-44. https://doi.org/10.36923/jicc.v25i1.1005

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