为菲律宾高等教育制定性别平等,多样性和包容性 (GEDI) 响应的课程框架:教师视角的定性案例研究
Nilo Jayoma Castulo1, Jayson Luciano De Vera2, Ma Laarni Buenaventura3
1Department of Educational Leadership and Professional Services, College of Education, Mindanao State University - Tawi-Tawi College of Technology and Oceanography, Bongao, Philippines.
Frontiers in sociology
|January 23, 2026
概括
教师认为菲律宾高等教育的性别平等,多样性和包容性 (GEDI) 整合是象征性的,在实施和成果方面存在重大差距. 一项拟议的框架旨在将GEDI纳入所有教育水平.
科学领域:
- 高等教育研究 高等教育研究
- 课程开发 课程开发
- 教育社会学教育的社会学
背景情况:
- 性别平等,多样性和包容性 (GEDI) 对于高等教育改革至关重要.
- 将GEDI纳入菲律宾高等教育课程是不一致的.
- 教师的观点是理解和改善GEDI整合的关键.
研究的目的:
- 探索教职员工关于将GEDI概念纳入高等教育的观点.
- 确定当前GEDI实施中的挑战和差距.
- 在菲律宾高等教育中为GEDI提出一个响应式的课程框架.
主要方法:
- 描述性的定性案例研究设计.
- 来自菲律宾高等教育机构的19名教师参加了会议.
- 通过在线关键信息人面试 (KIIs) 和文档审查收集的数据,以主题分析.
主要成果:
- GEDI整合被认为是象征性的,没有足够的课程成果.
- 发现了关键的差距:实施不均,策略不标准化,教师抵抗,培训不足,内容边缘化,政策执法薄弱.
- 提出了一个四层的GEDI响应式课程框架.
结论:
- 拟议的框架旨在在高等教育课程中嵌入交叉性,上下文相关性和问责制.
- 研究突出了政策与实践的差距,并强调了本地化改革和可衡量的能力.
- 建议对框架的适用性进行进一步的验证和更广泛的地理覆盖.
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