Awareness and training in gender equality among undergraduate students in Teaching degrees in Castilla-La Mancha (Spain)

Abstract

The incorporation of a gender perspective in teacher education is essential to ensure an equitable educational system; however, its inclusion in training programs presents shortcomings that perpetuate structural inequalities and limit teachers’ capacity to act as agents of social change. This study is based on a mixed-methods design with an explanatory sequential approach, integrating quantitative and qualitative methods applied in two consecutive phases. The objectives were to analyze teacher education students’ sensitivity toward gender equality training and to explore their perceptions of this topic. The first phase included a sample of 1,143 students enrolled in Early Childhood Education, Primary Education, and Double Degree programs at the Faculties of Education in Castilla-La Mancha (Spain). In the second phase, 27 focus groups were conducted with 210 previously surveyed students from the same initial teacher training programs. Quantitative results reveal a significant gap between the desire to receive gender equality training and its actual availability, highlighting its limited integration in training curricula. Women showed greater sensitivity toward its inclusion, although no differences were found in awareness of gender inequalities or institutional perception. Qualitative findings revealed the insufficiency of current training, limiting students’ critical preparation and potentially perpetuating sexist attitudes. Teacher education students advocate for more structured and continuous training systematically integrated into university curricula. The study confirms the urgent need to revise training programs by adopting a comprehensive and transversal approach to gender equality education to promote both professional development and the effective implementation of equality policies.