Evidence map›Paper›PMID 41573776›Full record

ArticleFrontiers in sociology2025

Developing a Gender Equity, Diversity, and Inclusivity (GEDI)-responsive curriculum framework for Philippine higher education: a qualitative case study of faculty perspectives.

Nilo Jayoma Castulo, Jayson Luciano De Vera, Ma Laarni Buenaventura, Starr Clyde Lumanta Sebial, John Michael Del Rosario Aquino, Brenda O Bua-Ay, Rowena Raton Hibanada, Princess Zarla J Raguindin, Zyralie Bedural, Raquel R Geronimo and 3 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Frontiers in sociology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

13 authors.

Nilo Jayoma CastuloDepartment of Educational Leadership and Professional Services, College of Education, Mindanao State University - Tawi-Tawi College of Technology and Oceanography, Bongao, Philippines.
Jayson Luciano De VeraFaculty of Science, Technology and Mathematics, Philippine Normal University, Manila, Philippines.
Ma Laarni BuenaventuraCollege of Teacher Development, Philippine Normal University, Manila, Philippines.
Starr Clyde Lumanta SebialSchool of Teacher Education, JH Cerilles State College, Zamboanga, Philippines.
John Michael Del Rosario AquinoCollege of Arts and Sciences, Laguna State Polytechnic University, Santa Cruz, Laguna, Philippines.
Brenda O Bua-AyPhilippine Normal UniversitySouth Luzon, Manila, Philippines.
Rowena Raton HibanadaCollege of Advanced Studies, Philippine Normal University, Manila, Philippines.
Princess Zarla J RaguindinCollege of Teacher Development, Philippine Normal University, Manila, Philippines.
Zyralie BeduralCollege of Teacher Development, Philippine Normal University, Manila, Philippines.
Raquel R GeronimoPhilippine Normal University North Luzon, Manila, Philippines.
Lallen B QuismundoPhilippine Normal University Mindanao, Manila, Philippines.
Emylin T BatulatPhilippine Normal University Visayas, Manila, Philippines.
Iona Ofelia Bathan ZanoriaGender Equity, Diversity, and Inclusion Office, Philippine Normal University, Manila, Philippines.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Introduction: Gender Equity, Diversity, and Inclusivity (GEDI) have become essential components of higher education reform; however, their integration into Philippine higher education curricula remains inconsistent. Thus, this study explored GEDI faculty members' perspectives on integrating GEDI concepts into higher education. It proposes a responsive curriculum framework aligned with national mandates and global sustainable development goals. Methodology: A descriptive qualitative case study was conducted involving 19 faculty members from various higher education institutions in the Philippines. Data were gathered through online Key Informant Interviews (KIIs) and relevant document reviews. Thematic analysis using Atlas.ti 25 guided the coding and interpretation processes, complemented by member checking, reflexivity through the COREQ checklist, and triangulation to strengthen the analytical rigor. Results: The findings revealed that faculty members perceived GEDI integration as largely symbolic, with vague mentions in syllabi but insufficient curricular outcomes. Key gaps included (1) uneven implementation across disciplines (stronger in Social Sciences/Education vs. STEM), (2) non-standardized GEDI strategies, (3) faculty resistance and inadequate training, (4) marginalization of underrepresented identities in content, and (5) weak policy enforcement. A four-layer GEDI-Responsive Curriculum Framework (

Indexed as

curriculum frameworkdiversityGEDI-responsive curriculum frameworkgender equityhigher educationinclusivityPhilippines

Identifiers

PMID41573776
PMCPMC12819290

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.