Abstract

The significance of gender awareness in education has been acknowledged, yet insights into the conceptions of gender awareness among students and lecturers at religiously affiliated higher education institutions remain sparse. To bridge this knowledge gap, the present research adopted a phenomenological approach, investigating the experiences related to English language teaching and learning of 42 students and 18 lecturers at Islamic-based universities in Indonesia, utilising a combination of surveys and written interviews as research methods. Analysis of the survey data indicated a pronounced recognition among participants of the role of gender dynamics within educational settings. Further, thematic examination of interview responses unveiled a unified dedication to creating learning environments that are both inclusive and fair, underlining the critical role of gender equality in the context of English language education. While students called for a curriculum that features inclusive content, language, and resources, lecturers highlighted the necessity of broadening representation, ensuring equality of opportunity, and embedding gender awareness within both professional development endeavours and teaching methodologies. Common across both participant groups was the articulation of the need to remove gender biases and stereotypes from educational content and to weave real-world scenarios into the educational narrative, enhancing the relevance and impact of gender awareness initiatives.