As digital technologies continue to transform education systems worldwide, ensuring that women and girls are not left behind has become more important than ever. To advance this goal, UNESCO, in partnership with Beijing Normal University (BNU) and the Government of the United Republic of Tanzania through the Ministry of Education, Science and Technology (MoEST), successfully concluded the second cohort of the Teacher Educator Training on Gender-Responsive Pedagogy in Inclusive Digital Education.
Held in Arusha from 1 to 5 June 2026, the five-day training brought together 30 teacher educators from the University of Dodoma (UDOM) and Mkwawa University College of Education (MUCE). The programme forms part of the UNESCO–BNU project, “Closing the Digital Divide: Ensuring Gender-Transformative Digital Skills Education for Women and Girls,” which seeks to strengthen educators’ capacity to promote inclusive, equitable, and gender-responsive digital learning environments.
The training equipped participants with practical knowledge, skills, and tools to integrate gender-responsive and inclusive approaches into teaching and learning. Through interactive sessions, group discussions, case studies, hands-on activities, and peer learning, participants explored strategies for addressing barriers that often limit girls’ participation in digital education and STEM-related fields.
A key focus of the programme was the pivotal role teacher educators play in shaping the next generation of teachers. Participants deepened their understanding of gender-responsive pedagogy, inclusive teaching methodologies, and approaches for creating safe, supportive, and equitable learning environments where all learners can thrive.
Reflecting on the impact of the training, participant Dr. John Kalolo shared:
Before attending this training, I did not fully appreciate the importance of intentionally promoting girls’ participation in ICT. I believed that girls could simply choose other subjects they were interested in. However, this training helped me realize that, through our daily practices and even the language we use in classrooms, we can unintentionally discourage girls from pursuing opportunities in ICT and other STEM fields. I have come to understand that ICT is not a subject for a specific group of learners—it is a gateway to opportunities for everyone. As educators, we have a responsibility to create an environment where both girls and boys can equally develop their digital skills and reach their full potential.
Dr. John KaloloMkwawa University College of Education (MUCE)
Dr. Kalolo’s reflection underscores one of the programme’s most significant achievements: encouraging educators to recognize and address unconscious biases and institutional practices that can influence learners’ choices, aspirations, and opportunities. Equipped with this awareness, teacher educators can help foster more inclusive, equitable, and gender-responsive learning environments.
The successful completion of the Arusha training marks the conclusion of the second cohort of the capacity-building programme. Together with the first cohort, the initiative has now reached 60 teacher educators from four higher learning institutions: UDOM, MUCE, Dar es Salaam University College of Education (DUCE), and Open University of Tanzania (OUT).
The trained teacher educators are expected to apply and cascade the knowledge and skills acquired within their respective institutions, creating a multiplier effect that will influence the preparation of future teachers across Tanzania. Through this effort, the project contributes to building an education system where women and girls are empowered to participate fully in digital learning, pursue opportunities in STEM fields, and benefit from the rapidly evolving digital economy.
Building on the successful completion of the Teacher Educator Training Programme, the UNESCO–BNU project is now entering its next phase, focusing on strengthening Girls in ICT Clubs in 20 selected secondary schools across Morogoro and Dodoma. Through school-based ICT Club activities, mentorship programmes, innovation bootcamps, and engagement with female role models, the initiative will support girls to develop digital skills, confidence, and leadership while encouraging greater participation in ICT and STEM fields. The UNESCO BNU Project aims to create an enabling ecosystem that empowers women and girls to thrive in the digital age through equitable access to digital skills, learning opportunities, and supportive learning environments. The initiative contributes to closing the digital gender divide and expanding opportunities for girls to participate fully in education, innovation, and the digital economy.
read more: https://www.unesco.org/en/articles/unesco-empowers-teacher-educators-promote-inclusive-and-gender-responsive-digital-learning?hub=701
