PERCEPTIONS OF GENDER ROLE REPRESENTATION IN EDUCATIONAL CONTENT: AN EMPIRICAL ANALYSIS OF TEACHERS’ AND STUDENTS’ VIEWS

Serikkhan Zhuzeyev, Zharkynbek Abikenov, Ainagul Abuova, Manat Zhailauova

2026

Full text Open access: Gold Metadata (CSL-JSON)
DOI 10.52269/sept2632095
Data confidence 70 medium
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Abstract

Gender equality in modern education is a key research area, gaining increasing importance worldwide. The research purpose is to determine how teachers and students perceive the representation of gender roles in educational content, to conduct an empirical analysis of the relationship between this perception and traditional gender stereotypes, pedagogical values, and attitudes toward gender equality. The study utilizes a quantitative methodology. Data were collected using a questionnaire with a 5-point Likert scale and processed using the structural modeling method (PLS-SEM) in SmartPLS 4. A total of 227 respondents participated in the study, including 109 teachers and 118 students. The structural model included four latent constructs: traditional gender stereotypes, pedagogical values, perception of gender representation in educational content, and attitudes toward gender equality. The results revealed statistically significant relationships between these constructs and allowed for empirical clarification of the nature of their relationships. At the same time, the model's relatively low explanatory power suggests that the formation of gender attitudes may be linked not only to educational content but also to sociocultural, institutional, and personal factors. The study's scientific novelty lies in its comprehensive assessment of the characteristics of gender representation in educational content using a structural model, rather than direct content analysis, and the perceptions of teachers and students. The practical significance of the study lies in the fact that the obtained empirical results can be used in the areas of analyzing educational materials, teacher training, improving gender-sensitive pedagogical approaches, and revising educational content.