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AbstractThe study unearths the experiences, coping mechanisms used and educational insights learned by the teachers on integrating gender and development in the classroom activities. Qualitative approach was used to research phenomenological from the Eight (8) Elementary School Teachers coming from the different schools in Malabog Districts. The experiences on integrating gender and development in the classroom activities were observed: Challenging gender stereotypes, incorporating inclusive language, promoting diversity and equality and encouraging critical thinking. While the coping mechanisms used in addressing the challenges were as follows; engaging with parents and guardians, using inclusive language and materials, facilitating open and respectful discussion and seeking support from colleagues and administrators. Finally, the educational insights learned from the experiences of teachers were as follows: lack of awareness and understanding about gender and development issues, resistance and opposition from students, parents and other stakeholders, time and resource constraints and effective educational leadership. These were the key in the success on integrating gender and development in the classroom activities. The findings of the study could devise curriculum design, pedagogical approaches, and policy recommendations that promote gender equality, empower all students, and create inclusive educational environments. This study may also be published in any respectable research journal.Keywords: Integration of gender and development, Elementary School Teachers, Davao City, Philippines.

Copyright © 2024 Richelle Mae L. Boniog. This is an open access article distributed under the Creative Commons Attribution License.