Proceedings of Botho University International Research Conference (BUIRC 2025)

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Gender-Responsive Pedagogy for Teaching, Learning, and Innovation: The Practice in Zimbabwean Higher Education

Authors
Nogget Matope1, Rosemary Guvhu2, *, Tenson T. Mugodzwa1
1Gender Institute, Midlands State University, Gweru, Zimbabwe
2Department of Educational Leadership and Policy Studies, Midlands State University, Gweru, Zimbabwe
*Corresponding author. Email: guvhur@staff.msu.ac.zw
Corresponding Author
Rosemary Guvhu
Available Online 12 December 2025.
DOI
10.2991/978-94-6463-906-3_5How to use a DOI?
Keywords
Gender-Responsive Pedagogy; Higher Education; Student Development; Gender Equality; Zimbabwe
Abstract

This paper critically examines the implementation of gender-responsive pedagogy (GRP) within Zimbabwean higher education. The study focuses on GRP’s role in fostering equitable teaching, learning, and innovation to support student development. Employing a rigorous desk-based research methodology, the study synthesizes existing literature, national policies, and organizational reports to map the current state of GRP practice in the country. The findings reveal that while Zimbabwe has a strong progressive policy frame-work, including the SADC Protocol on Gender and Development and the national Constitution—significant challenges in implementation persist. These challenges are primarily linked to a lack of adequate teacher training, deeply in-grained societal gender biases, and institutional cultures that perpetuate gender inequality. The study argues that gender mainstreaming is not merely a procedural integration of gender perspectives but requires the deliberate setting and achievement of concrete objectives to dismantle patriarchal structures within the classroom. The paper concludes with recommendations for nationwide pre-service and in-service training for educators, as well as a broader community engagement strategy to address and dismantle societal norms that reinforce gender stereotypes. This approach is essential for creating a truly gender-responsive educational environment.

Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of Botho University International Research Conference (BUIRC 2025)
Series
Atlantis Highlights in Sustainable Development
Publication Date
12 December 2025
ISBN
978-94-6463-906-3
ISSN
3005-155X
DOI
10.2991/978-94-6463-906-3_5How to use a DOI?
Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Nogget Matope
AU  - Rosemary Guvhu
AU  - Tenson T. Mugodzwa
PY  - 2025
DA  - 2025/12/12
TI  - Gender-Responsive Pedagogy for Teaching, Learning, and Innovation: The Practice in Zimbabwean Higher Education
BT  - Proceedings of Botho University International Research Conference (BUIRC 2025)
PB  - Atlantis Press
SP  - 77
EP  - 88
SN  - 3005-155X
UR  - https://doi.org/10.2991/978-94-6463-906-3_5
DO  - 10.2991/978-94-6463-906-3_5
ID  - Matope2025
ER  -