{"id":31536,"date":"2026-05-21T13:31:44","date_gmt":"2026-05-21T10:31:44","guid":{"rendered":"https:\/\/icd.kpi.ua\/?p=31536"},"modified":"2026-05-21T13:53:46","modified_gmt":"2026-05-21T10:53:46","slug":"kyiv-polytechnic-representative-attends-unitwin-unesco-session-on-problems-of-gender-education","status":"publish","type":"post","link":"https:\/\/icd.kpi.ua\/?p=31536","title":{"rendered":"Kyiv Polytechnic representative attends UNITWIN\/UNESCO session on problems of gender, education"},"content":{"rendered":"\t\t
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Held on 20 May 2026 under the theme \u201cFutures of Research on Gender and Education,<\/em>\u201d a Zoom meeting brought together more than 300 UNESCO Chairs and participants, including a representative of the International Collaboration Department of the Igor Sikorsky Kyiv Polytechnic Institute, in a globally inclusive dialogue, organised jointly with UNESCO’s Section of Education for Inclusion and Gender Equality under the University Twinning and Networking Programme (UNITWIN).<\/p>

In particular, its attendees explored the futures of research on gender and education \u2013 considering what kinds of evidence are needed, and how research could more effectively support equitable, inclusive and gender-transformative education systems in a rapidly changing world. This event featured two moderated panels followed by an open discussion on the futures of research on gender and education.<\/p>

Key topics under discussion included measuring gender norms \u2013 research tools that capture attitudes, beliefs, social norms and internal dynamics beyond standard indicators; as well as digital tools and data, with particular attention to the responsible use of digital and AI methods to analyse participation, representation, and bias.<\/p>

Justine Sass<\/strong>, Chief of UNESCO\u2019s Section of Education for Inclusion and Gender Equality, pointed out important progress towards gender equality in education. \u201cIn many regions, women now outnumber men in terms of tertiary enrolments,\u201d she said. \u201cThese advances have obviously been made possible by global commitments, including through the Sustainable Development Goals, SDG 4 and 5 on education and gender equality, which have helped to shape some of the policy priorities and to strengthen accountability across the education systems.\u201d<\/p>

According to Justine Sass,<\/strong> while quantitative data are obviously critical for tracking progress, they are often insufficient to explain why inequalities persist or how they are experienced in different contexts. Qualitative, participatory, and interdisciplinary approaches, including those that centre on youth voices and lived experiences, remain underused in policy-relevant research.<\/p>

These problems are becoming even more pressing as education systems are transformed by digitalisation, particularly artificial intelligence, climate change, conflicts and wars. As a matter of fact, Russian drone and missile attacks, power outages, and parlous budgets have posed severe challenges to Ukrainian science and education. At the same time, gender-related social norms continue to impact not only access, but learning outcomes, subject choices, school safety, and transitions into employment.<\/p>

Reflecting on the integration of digital technologies into education, Matthias Eck<\/strong>, Programme Specialist of UNESCO\u2019s Section of Education for Inclusion and Gender Equality, emphasised an urgent need to continue examining how different education stakeholders perceive, question, and engage with the use of AI in education through a gender lens.<\/p>

In closing, Keith Holmes<\/strong>, Research Coordinator\/UNITWIN of UNESCO\u2019s Future of Learning and Innovation Division, announced that two special sessions themed \u201cCulture of Peace<\/em>\u201d would take place on 1 and 22 July 2026.<\/p>

https:\/\/www.unesco.org\/en\/articles\/futures-research-gender-and-education<\/a><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Held on 20 May 2026 under the theme \u201cFutures of Research on Gender and Education,\u201d a Zoom meeting brought together more than 300 UNESCO Chairs and participants, including a representative of the International Collaboration Department of the Igor Sikorsky Kyiv Polytechnic Institute, in a globally inclusive dialogue, organised jointly with UNESCO’s Section of Education for Inclusion and Gender Equality under the University Twinning and Networking Programme (UNITWIN). In particular, its attendees explored the futures of research on gender and education \u2013 considering what kinds of evidence are needed, and how research could more effectively support equitable, inclusive and gender-transformative education systems in a rapidly changing world. This event featured two moderated panels followed by an open discussion on the futures of research on gender and education. Key topics under discussion included measuring gender norms \u2013 research tools that capture attitudes, beliefs, social norms and internal dynamics beyond standard indicators; as well as digital tools and data, with particular attention to the responsible use of digital and AI methods to analyse participation, representation, and bias. Justine Sass, Chief of UNESCO\u2019s Section of Education for Inclusion and Gender Equality, pointed out important progress towards gender equality in education. \u201cIn many regions, women now outnumber men in terms of tertiary enrolments,\u201d she said. \u201cThese advances have obviously been made possible by global commitments, including through the Sustainable Development Goals, SDG 4 and 5 on education and gender equality, which have helped to shape some of the policy priorities and to strengthen accountability across the education systems.\u201d According to Justine Sass, while quantitative data are obviously critical for tracking progress, they are often insufficient to explain why inequalities persist or how they are experienced in different contexts. Qualitative, participatory, and interdisciplinary approaches, including those that centre on youth voices and lived experiences, remain underused in policy-relevant research. These problems are becoming even more pressing as education systems are transformed by digitalisation, particularly artificial intelligence, climate change, conflicts and wars. As a matter of fact, Russian drone and missile attacks, power outages, and parlous budgets have posed severe challenges to Ukrainian science and education. At the same time, gender-related social norms continue to impact not only access, but learning outcomes, subject choices, school safety, and transitions into employment. Reflecting on the integration of digital technologies into education, Matthias Eck, Programme Specialist of UNESCO\u2019s Section of Education for Inclusion and Gender Equality, emphasised an urgent need to continue examining how different education stakeholders perceive, question, and engage with the use of AI in education through a gender lens. In closing, Keith Holmes, Research Coordinator\/UNITWIN of UNESCO\u2019s Future of Learning and Innovation Division, announced that two special sessions themed \u201cCulture of Peace\u201d would take place on 1 and 22 July 2026. https:\/\/www.unesco.org\/en\/articles\/futures-research-gender-and-education<\/p>\n","protected":false},"author":17,"featured_media":31523,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_piecal_is_event":false,"_piecal_start_date":"","_piecal_end_date":"","_piecal_is_allday":false,"footnotes":""},"categories":[9,1646],"tags":[],"table_tags":[],"class_list":["post-31536","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news_en","category-unesco-en"],"acf":[],"_links":{"self":[{"href":"https:\/\/icd.kpi.ua\/index.php?rest_route=\/wp\/v2\/posts\/31536","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icd.kpi.ua\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/icd.kpi.ua\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/icd.kpi.ua\/index.php?rest_route=\/wp\/v2\/users\/17"}],"replies":[{"embeddable":true,"href":"https:\/\/icd.kpi.ua\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=31536"}],"version-history":[{"count":4,"href":"https:\/\/icd.kpi.ua\/index.php?rest_route=\/wp\/v2\/posts\/31536\/revisions"}],"predecessor-version":[{"id":31540,"href":"https:\/\/icd.kpi.ua\/index.php?rest_route=\/wp\/v2\/posts\/31536\/revisions\/31540"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/icd.kpi.ua\/index.php?rest_route=\/wp\/v2\/media\/31523"}],"wp:attachment":[{"href":"https:\/\/icd.kpi.ua\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=31536"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/icd.kpi.ua\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=31536"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/icd.kpi.ua\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=31536"},{"taxonomy":"table_tags","embeddable":true,"href":"https:\/\/icd.kpi.ua\/index.php?rest_route=%2Fwp%2Fv2%2Ftable_tags&post=31536"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}