Curriculum, Gender, and Sustainability: A Study of Text and Context

Abstract

The curriculum occupies a central position in shaping learners’ knowledge, values, attitudes, and worldviews. In the contemporary global context, concerns related to gender equality and sustainability have become increasingly significant, demanding deliberate integration within educational curricula. This article explores the interrelationship between curriculum, gender, and sustainability through a study of text and context. It examines how curricular texts represent gender roles, identities, and relations, and how these representations align with or contradict the broader socio-cultural and environmental contexts in which education operates. Drawing upon theoretical perspectives from gender studies, sustainable development, and curriculum theory, the paper argues that a gender-sensitive and sustainability-oriented curriculum is essential for fostering inclusive, equitable, and responsible citizenship. The study highlights gaps between policy intentions and curricular practice, and emphasizes the need for contextualized, inclusive curricular reforms that promote gender justice and sustainable development simultaneously.

Introduction

Education is a key instrument for social transformation, with curricula shaping what knowledge is valued and how societal issues are represented. Global challenges like climate change, inequality, and gender discrimination have made sustainability and gender equality central to contemporary education. Education for Sustainable Development (ESD) and gender-inclusive education foster awareness, critical thinking, and responsible citizenship, linking environmental and social justice concerns.

Study Objectives

1. Analyze the relationship between curriculum and socio-cultural context concerning gender inclusivity and sustainability.

2. Identify gaps between curricular intentions and classroom realities.

3. Examine NEP 2020 provisions on gender equity and sustainable development.

4. Suggest strategies to integrate gender-sensitive and sustainability-oriented perspectives into curricula.

Methodology

• Qualitative, descriptive, and interpretative study using secondary sources.

• Data sources: school textbooks, curriculum frameworks, NEP 2020, research articles, and reports.

• Analytical approach:

  • Textual analysis: Examines representation of gender and sustainability in curricular materials.

  • Contextual analysis: Considers socio-cultural, economic, political, and ecological factors affecting curriculum implementation.

Conceptual Framework

1. Curriculum as a Social Construct:

   • Curriculum reflects societal power structures and dominant ideologies.

   • Decisions on content, pedagogy, and assessment are value-laden, influencing perceptions of social issues, gender, and sustainability.

2. Gender in Education:

   • Gender is socially constructed and shapes access, participation, and learning outcomes.

   • Traditional curricula reinforce patriarchal norms, portraying men as active agents and women as passive supporters.

   • Education can either reproduce stereotypes or promote equality depending on content and pedagogy.

3. Sustainability in Education:

   • Sustainability includes environmental, social, and economic dimensions, emphasizing equity and intergenerational responsibility.

   • Integrating gender perspectives is essential, as marginalized groups are disproportionately affected by environmental challenges.

Key Findings

1. Curriculum & Socio-Cultural Context:

   • Curricula reflect societal values and hierarchies.

   • Gender-neutral sustainability content obscures differentiated impacts, limiting holistic understanding.

   • Inclusive curricula enhance awareness of equality, fairness, and responsible citizenship.

2. Gaps Between Curricular Intentions and Classroom Realities:

   • Textbooks often perpetuate gender stereotypes; men dominate leadership and scientific roles, women are shown in domestic/supportive roles.

   • Sustainability topics are frequently treated superficially or peripherally.

   • Classroom practices often do not reflect policy intentions due to rigid syllabi, exam focus, teacher biases, and lack of pedagogical support.

3. NEP 2020 Provisions:

   • Emphasizes gender equity through scholarships, safe environments, Gender Inclusion Fund, and stereotype-free curriculum.

   • Promotes sustainable development via ESD principles integrated across subjects.

   • Encourages gender sensitization, flexible learning, and teacher training for inclusive education.

4. Suggestions for Curriculum Integration:

   • Adopt an intersectional approach linking gender, class, caste, and environmental issues.

   • Ensure balanced representation of women and marginalized groups in all subjects.

   • Link curriculum to real-life experiences; engage students in projects mapping gender and sustainability in communities.

   • Employ participatory, experiential, and project-based pedagogy.

   •  

Conclusion

The study of curriculum, gender, and sustainability through text and context reveals both challenges and possibilities. While curricular texts increasingly acknowledge the importance of sustainability and inclusivity, gaps remain in their representation of gender and their responsiveness to contextual realities. A curriculum that truly integrates gender and sustainability must go beyond symbolic inclusion to address structural inequalities and promote critical engagement. Such a curriculum empowers learners to question dominant narratives, recognize interconnected challenges, and contribute actively to social and environmental well-being. Ultimately, aligning curriculum with the principles of gender equality and sustainability is not only an educational imperative but also a moral and social responsibility. participating in community sustainability efforts help challenge stereotypes and promote inclusive thinking among learners. A progressive curriculum text consciously incorporates gender-inclusive language, balanced visuals, and diverse narratives. It links sustainability with everyday lived experiences and highlights how gender equity strengthens sustainable outcomes.

References

[1] Apple, M. W. (2019). Ideology and Curriculum (4th ed.). Routledge. https://doi.org/10.4324/9780429400384 [2] Apple, M., & Apple, M. W. (2004). Ideology and curriculum. Routledge. [3] Coker, H., Kalsoom, Q., & Mercieca, D. (2024). Teachers’ use of knowledge in curriculum making: Implications for social justice. Education Sciences, 14(1), Article 3. [4] Connell, R.W. (2009) Gender in World Perspective. Polity Press, Cambridge. [5] Damanik, F. H. S. (2025). Gender and Education in the Context of Sustainable Development Goals. Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial, 251-266. [6] Giroux, H. A. (2022). Pedagogy of resistance: Against manufactured ignorance . Bloomsbury Academic. [7] Hossain, D., & Islam, R. (2024). A systematic literature review on the relationship between education and gender ideology. Discover Global Society, 2(1), 39. [8] Leach, M. (Ed.). (2016). Gender equality and sustainable development. London: Routledge. [9] Malik, A., Abrar, D., Khan, N. A., & Alhussami, A. M. (2025). Sustainable development goals: students’ perception on quality education, gender equality, and sustainability. Discover Sustainability, 6(1), 410. [10] Ministry of Education. (2020). National Education Policy 2020. Government of India. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf [11] Organisation for Economic Co-operation and Development. (2023). Equity and Inclusion in Education: Finding Strength through Diversity. OECD Publishing. [12] Sterling, S., & Orr, D. (2001). Sustainable education: Re-visioning learning and change (Vol. 6). Totnes: Green Books for the Schumacher Society. [13] Stromquist, N. P. (2021). Expanding the field of comparative and international education: The inclusion of gender. In Comparative and international education: Leading perspectives from the field (pp. 129-143). Cham: Springer International Publishing. [14] Stromquist, N. P., & Monkman, K. (2014). Defining globalization and assessing its implications for knowledge and education, revisited. Globalization and education: Integration and contestation across cultures, 1, 1-21. [15] UNESCO. (2017). Education for sustainable development goals: Learning objectives. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000247444 [16] UNESCO. (2023). Gender equality in and through education: Global education monitoring report. UNESCO Publishing. [17] Unterhalter, E. (2006). Gender, education and development. C. Skelton, B. Francis, & l. Smulyan (Eds.), The Sage handbook of gender and education, 93-108. [18] Yadav, A., Mishra, A., & Yadav, S. K. (2025). The role of women’s empowerment in advancing sustainable development: A bibliometric analysis. Journal of Informatics Education and Research, 5(3), 1–12.

Copyright

Copyright © 2026 Baishali Mitram Das, Dr. Mahfuz Alam. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.