📄 Abstract
This action research entitled ?Gender-Responsive Learning Environment (GRLE) for Gender Equality of G10 Learners in Pedro Guevara Memorial National High School? is primarily focused on The importance of building Gender-Responsive Learning Environments (GRLEs) to create gender equality among Grade 10 learners in an educational environment aspiring for fairness and inclusion. Gender disparities in education have long been a problem, and the researcher presents an explanation of the idea, relevance, and possible influence of GRLEs on students' experiences. Gender-responsive learning settings identify and address the distinct demands and obstacles that various gender learners may confront. The researcher underlines the need of gender-responsive techniques in breaking down existing obstacles and ensuring that all Grade 10 learners, regardless of gender, have equal learning and personal development opportunities. Gender-Responsive Basic Education Policy "seeks to enable the DepEd to undertake the integration of gender in education to tackle both enduring and that emerged gender and sexuality-related problems facing basic education, to promote the protection young learners from any type of gender-related violence, abuse, exploitation, bias, and bullying, and to encourage a culture of equality and non-discrimination in the workplace and across the DepEd." Creating a gender-responsive learning environment is especially crucial for Grade 10 learners, who are at a vital point in their growth and identity-building. By promoting gender equality and challenging gender stereotypes in this age range, we may help students develop a more inclusive and open-minded view of gender problems, which can favorably affect their attitudes and actions in the future
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📚 How to Cite:
Erasto T. Arinuelo , GENDER-RESPONSIVE LEARNING ENVIRONMENT (GRLE) FOR GENDER EQUALITY OF G10 LEARNERS IN PEDRO GUEVARA MEMORIAL NATIONAL HIGH SCHOOL , Volume 9 , Issue 11, november 2024, EPRA International Journal of Research & Development (IJRD) , DOI: https://doi.org/10.36713/epra19016