Exploring the university teachers’ perceptions, practices and challenges about gender-inclusive pedagogy in public sector higher education in Pakistan: a qualitative inquiry

Purpose Motivated by the Feminist Pedagogy, the purpose of this study is to explore the perceptions, practices and challenges of university teachers toward gender-inclusive pedagogy in the context of Public Sector University in Sindh, Pakistan. Design/methodology/approach A qualitative research and case study approach were used for this study to explore the notion of gender-inclusive pedagogy at higher education level. Similarly, purposive sampling technique has been adopted for the selection of 12 university teachers as a sample size for this study. The data have been obtained through the semistructured interviews followed by verbatim transcription and thematic analysis. Findings The findings revealed that university teachers hold positive perceptions toward gender-inclusive pedagogy and believe that it is necessary to provide equal and equitable opportunities to all the students including female students. Furthermore, there are several inclusive pedagogic practices like collaborative pedagogy, critical pedagogy, countering gender stereotype and stigmatization in the classroom and gender-responsive pedagogy. This study puts light on gender-sensitive teaching strategies to develop equal opportunities at the higher education level in Pakistan. Furthermore, challenges include gender stereotypes, curriculum rigidity, faculty resistance and workload pressures and lack of professional training. This helps in the socialization toward building an education environment friendly to various students and improved quality of higher education in Pakistan. Practical implications This study carries significant implications of policy and practice in the higher education context in Pakistan. It highlights the urgent need for universities to integrate gender-inclusive pedagogy into curriculum planning, teacher training and quality assurance process to advance Sustainable Development Goal (SDG) 4 and SDG 5. In addition, institutions must develop professional development frameworks in higher education, address cultural and structural barriers that limit gender-responsive teaching, and establish clear institutional guidelines to support an equitable learning environment. These insights provide a foundation for future research on scalable, context-sensitive strategies that promotes gender equity across higher education sector in Pakistan. Originality/value This study stands as one of the first to discuss university teachers’ attitudes toward and implementation of gender-inclusive pedagogy in the context of Pakistan’s higher education institutions.