ABSTRACT
This research explores the impact of gender responsive pedagogy (GRP) on gender relations and dynamics within the academic community in Tanzania. The study involved academics from a higher learning institution (HLI) who underwent training in GRP. The objective was to gain insights into the transformation of gender relations and dynamics through active learning. Specifically, the study examined the academics’ understanding of GRP, how they applied GRP in their teaching and learning processes, and the challenges they encountered in implementing GRP in the HLI environment. The study adopted a qualitative approach; using semi-structured interviews to collect data from 12 purposively selected academic staff. Thematic analysis was employed to analyse the data. The study found that the participants had a substantial understanding of GRP and that the workshops contributed to the transformation of rigid norms among academic staff. Notable progress was made in using gender-sensitive language, promoting interaction and participation, and utilising gender-responsive resources. However, several challenges still hindered the smooth implementation of GRP in Tanzanian HLIs. To address these challenges, it is recommended that GRP be integrated into the college curriculum to ensure that gender-biased views and practices are challenged at all levels.
