Review article
https://doi.org/10.59549/n.167.1-2.7
Gender Equality in Educational System: Theoretical Perspectives and Socio-Pedagogical Implications
Nikolina Ferenčak
; Bedekovčina High School, Bedekovčina, Croatia
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* Corresponding author.
Abstract
This paper examines the concept of gender in the educational context from
a socio-pedagogical perspective. The aim is to present dominant theoretical
frameworks and discuss their relevance for education policy and school practice.
Methodologically, the paper is based on a critical review of the literature.
The analysis highlights the role of the hidden curriculum, professional beliefs,
and interactional patterns in shaping learners’ experiences. In the Croatian
context, a lack of empirical research is evident, particularly in relation to institutional
culture and everyday pedagogical routines. The contribution of the
paper lies in synthesising theoretical perspectives and offering recommendations
for developing socially informed and gender-responsive educational
approaches aimed at equity, participation, and learner inclusion.
Keywords
educational policy; hidden curriculum; identity; inclusive education; social pedagogy
Hrčak ID:
348030
URI
Publication date:
19.6.2026.
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