The Effect of Multi-Modal Communication Strategies on Teacher Educators’ Adoption of Gender Responsive Pedagogy in East Africa

Abstract

This study examines how multi-modal communication strategies enhance the adoption of gender-responsive pedagogy (GRP) in teacher training colleges across Kenya, Uganda, and Tanzania. Implemented under the Foundations for Learning (F4L) project by the Aga Khan University-Institute for Educational Development, East Africa, the intervention aimed to equip college teacher educators with knowledge, attitudes, and practical tools to promote inclusive and equitable teaching. Utilising posters, brochures, flyers, social media platforms, and participatory community activities, the project fostered awareness and behavioural change toward gender inclusivity. The framework developed for this initiative emphasised “content, conversation, and connectivity,” aligning with socio-cultural, constructivist, and experiential learning theories. Data collected through interviews, focus group discussions, classroom observations, and document analysis indicated significant positive shifts in teacher educators’ practices and beliefs regarding gender sensitivity. Teacher educators embraced digital and physical communication media as tools for instructional purposes and community engagement, thereby reinforcing the sustainability and scalability of GRP efforts. The study highlights the importance of sustained monitoring, robust feedback loops, and contextually grounded professional development in ensuring long-term institutional change toward gender equity in education.