Exploring the pursuit of knowledge in gender-inclusive pedagogy: a bibliometric analysis of scholarly contributions towards achieving sustainable development goals

Abstract

The adoption of gender-inclusive education is intricately linked to the achievement of Sustainable Development Goals, which has spurred a more in-depth examination of academic contributions in this vital area. Within this framework, the current research investigates the search for knowledge concerning the theoretical realm of gender inclusiveness in the field of education from 2005 to 2024, extracting 1,263 publications from the Scopus database. With a quantitative bibliometric method, the study implemented the PRISMA model to secure a comprehensive and systematic search for references and review of the literature. The results reveal a significant growth of the research resulting in key actors, i.e. core journals, authors, and countries. This review demonstrates an increasing recognition of gender-inclusive practices in schools, with a focus on themes of teacher training, curriculum design, and policy embedding. The study recommends targeted interventions to improve gender-inclusive pedagogy to work toward a future of more equitable educational landscape.