This study highlights the importance of integrating the gender approach in today’s learners for the country’s development and contributes to identifying the current state of pre-service teachers’ self-efficacy for gender equality practice. It seeks to answer following research questions:

Based on the context of teacher training in Morocco, the study develops and outlines specific hypotheses that aim to clarify both the anticipated levels of self-efficacy and the potential differences influenced by various demographic and training-related factors.

For Research Question 1 (QR1), this research predicts there will be a high or moderate degree of self-efficacy among Moroccan primary pre-service teachers in terms of incorporating gender-sensitive practices into their practice. This hypothesis is grounded in the increasing incorporation of gender equality and human rights principles into teacher training programs across Morocco, suggesting that future teachers are likely exposed to these concepts and develop some confidence in their ability to apply them in the classroom.

Concerning differences in self-efficacy across various demographic and training variables (QR2), we propose several specific hypotheses. First, it is expected that female trainee teachers will report significantly higher levels of self-efficacy in integrating the gender approach compared to their male counterparts, potentially reflecting greater awareness and exposure to gender issues. Second, trainees specializing in law are hypothesized to demonstrate significantly higher self-efficacy in this domain than those from other academic specializations, attributed to their background in human rights and equality. Conversely, we anticipate no statistically significant difference in technical competency related to gender approach integration between first-year and second-year trainees, suggesting a similar acquisition of foundational skills regardless of the training year.

Recent reforms in Morocco’s education system, particularly those guided by the Strategic Vision 2015–2030 and Framework Law 51.17, highlight the importance of integrating a gender-sensitive approach into the curriculum. These reforms aim to foster equity and inclusiveness in educational settings, aligning with UNESCO’s 2019–2025 Gender Equality Strategy, which supports the transformation of education systems to advance gender equality and empower girls and women through inclusive and equitable education (UNESCO, 2019). Furthermore, they are reflected in initiatives led by national bodies like the CSEFRS, which have called for more effective adoption by ensuring enabling qualitative conditions within curricula and teaching programs (UNESCO, 2019). Morocco has adopted several institutional and policy-level measures, often in collaboration with international partners such as UNESCO, USAID, and MCA, to mainstream gender across economic, legal, social, and educational domains (Akerbib et al., 2020; Millennium Challenge Account [MCA], 2021; Jebli et al., 2021). Notably, initiatives like the Higher Education Partnership Program—Morocco (HEP-M) have updated training tools to promote gender equity in bilingual primary education (USAID, 2023).

The gender approach is a strategic framework aimed at achieving equality of rights, responsibilities, and access to resources between men and women. It emphasizes the empowerment of women and the universal recognition of human rights and justice for all. According to UNICEF (2017), a clear understanding of gender-related concepts is fundamental to fostering equity and inclusive development. In educational contexts, the gender approach involves the systematic consideration of gender norms, inequalities, and roles in curriculum content, pedagogy, and school environments. Its integration is essential to creating equitable learning opportunities, dismantling gender-based barriers, and challenging stereotypes that limit students’ potential (UNESCO, 2020). Core dimensions of this approach include promoting inclusive classroom practices, ensuring equal participation, and utilizing gender-responsive teaching materials (Unterhalter et al., 2014). By embedding these principles, education systems can become transformative spaces that defend human rights and foster social justice for all learners. Moreover, as education systems strive toward inclusivity and sustainability, embedding gender equity within pedagogical innovations becomes imperative. These strategies also enhance learning outcomes by creating environments where all students can thrive. Additionally, gender-responsive education contributes to the achievement of Sustainable Development Goal 4, which advocates for inclusive and equitable quality education for all (United Nations [UN], 2015). Training educators to recognize and address gender biases, reforming curricula to reflect diverse perspectives, and incorporating participatory teaching methods are vital steps in this process. Thus, a gender-focused lens in pedagogical innovation not only enhances equity but also supports the long-term transformation of education systems.

Self-efficacy theory, developed by Bandura (1995) 1997, refers to individuals’ beliefs in their capacity to organize and execute the actions required to manage future situations effectively. It’s a central element of social cognitive theory and has significant implications for understanding human behavior, motivation, and performance. Using this idea, Bandura created the Social Cognitive Theory of Human Functioning and attempted to provide a theoretical framework that would explain the social and human elements that contribute to the formation of an individual’s identity (Bandura, 1995; Di Tullio, 2019). He argued that social and human elements influence people’s self-efficacy, which in turn influences both ordinary and extraordinary life choices. According to Bandura, and as supported by several studies, the key theoretical foundations of self-efficacy include individual, environmental, and behavioral factors (Di Tullio, 2019).

In the educational field, teaching efficacy beliefs specifically pertain to a teacher’s perception of their ability to facilitate student learning, manage classrooms, and implement innovative practices. These beliefs are not fixed traits but dynamic perceptions shaped by teachers’ experiences, context, and feedback. Tschannen-Moran and Hoy (2001) propose that teaching efficacy can be broken down into three core dimensions: instructional efficacy (confidence in delivering engaging, effective lessons), classroom management efficacy (ability to handle student behavior and create a positive learning atmosphere), and student engagement efficacy (belief in motivating and supporting all learners, including those with diverse needs). These dimensions are interrelated and collectively influence how teachers respond to challenges, adapt to innovations, and maintain inclusive practices. High levels of self-efficacy are associated with greater persistence, enthusiasm, and a proactive approach to addressing students’ needs, especially in challenging or diverse learning environments (Tschannen-Moran and Hoy, 2001; Zee and Koomen, 2016).

Teaching self-efficacy plays a vital role in shaping teachers’ professional behavior, attitudes, and overall performance in the classroom. Teachers who believe in their ability to make a difference are more likely to adopt innovative, student-centered strategies and remain committed to educational equity. Importantly, self-efficacy influences not only instructional effectiveness but also teachers’ emotional wellbeing and resilience to burnout. In the context of inclusive and gender-responsive pedagogy, strong self-efficacy is essential to overcoming resistance, implementing equity-oriented practices, and promoting a positive learning experience for all students. Consequently, reinforcing self-efficacy is a key goal in teacher preparation and professional development programs. The four primary sources of efficacy beliefs are: mastery experiences (personal successes or failures), vicarious experiences or modeling (observing what others do), verbal persuasion (the messages received from others), and physiological and emotional states (Bandura, 1995; Di Tullio, 2019). These sources interact dynamically throughout a teacher’s career, influencing how they perceive their effectiveness and shaping their ability to engage in innovative and inclusive teaching practices.

Several recent empirical studies have explored the role of self-efficacy in implementing innovative approaches across various sectors. Self-efficacy is widely regarded as a core psychological factor influencing the adoption of inclusive and innovative pedagogies (Tschannen-Moran and Hoy, 2001; Guskey, 2002). These studies, based on social learning theory, consider that teacher effectiveness is influenced by external and internal factors. Additionally, drawing on social cognitive theory, these studies distinguish between outcome expectancy and efficacy expectancy, emphasizing the individual’s belief in their ability to plan their work. Tschannen-Moran et al. (1998) provide an in-depth review of the literature on this concept, focusing on two main conceptual currents that have influenced the study of teacher efficacy (Tschannen-Moran et al., 1998). Within the teaching profession, a study of 1,415 teachers in Malaysia identified self-efficacy and transformational leadership as key predictors of innovative pedagogical practices (Zainal and Mohd Matore, 2021). Wang et al. (2025) emphasize that teacher self-efficacy is essential not only for sustaining pedagogical innovation but also for addressing systemic inequalities within educational systems. In 2016, research by Zee and Koomen (2016) supported this, demonstrating that teacher education programs that strengthen self-efficacy can significantly improve the adoption of inclusive teaching practices. It is important to emphasize that self-efficacy pertains to the perception of competence rather than the actual level of competence (Zee and Koomen, 2016).

These innovative approaches may include developing curriculum materials that are inclusive of all genders, fostering a classroom environment that values equity and respect for all genders, addressing gender biases in instruction, and appropriately attending to the needs of students concerning gender. Researchers such as Pajares (2005), Sadler et al. (2012), Di Tullio (2019) have explored gender differences. Studies by Chapin and Warne (2020), Skovgaard and Chapin (2021) indicate that gender-conscious pedagogical methods not only promote equity in the classroom but also improve student learning outcomes (Chapin and Warne, 2020; Chapin et al., 2020; Skovgaard and Chapin, 2021). Furthermore, research has shown that inclusive teaching practices can positively influence students’ attitudes, engagement, and success in subjects traditionally dominated by one gender (Riegle-Crumb et al., 2019; Dorji, 2020). As noted in the work of Oulhou and Ibourk (2021), other research has also demonstrated a strong correlation between instructor self-efficacy and student performance. Factors influencing teachers’ self-efficacy in integrating gender approaches include individual elements such as past experience and understanding of gender issues in education, attitudes and beliefs about gender parity, and self-efficacy in general teaching techniques (Brandon, 2000; Miralles-Cardona et al., 2022). Behavioral aspects include participation in the development and use of gender-inclusive teaching techniques, the use of gender-sensitive evaluations in the classroom, and reflection and self-evaluation of teaching methods through a gender lens (Miralles-Cardona et al., 2022). This research indicates that female pre-service teachers often demonstrate higher levels of efficacy in implementing gender-equity-focused instruction, frequently attributed to heightened sensitivity to social justice issues. Conversely, Agormedah et al. (2022) found no significant gender-based differences in self-efficacy among Ghanaian teachers implementing a new standards-based curriculum, suggesting that contextual and cultural variables play a role in shaping these perceptions. Moreover, Agormedah et al.’s (2025) research in evidenced high teaching expectancy beliefs in instructional practices, classroom management, and student participation in curriculum implementation. Teacher gender significantly accounted for teachers’ expectancy beliefs about curriculum implementation, with male teachers expressing greater teaching expectancy beliefs than female teachers (Agormedah et al., 2025).

Research has consistently shown that self-efficacy tends to increase with higher levels of education (Bandura, 1997; Pajares and Schunk, 2001). Individuals with higher levels of education often report stronger beliefs in their abilities, likely due to enhanced learning experiences, skill development, and opportunities for mastery (Multon et al., 1991). For instance, university students generally express greater confidence in their capabilities compared to those in secondary or vocational education (Chemers et al., 2001). Friedman and Kass (2002) define teacher self-efficacy as a teacher’s belief in their ability to effectively fulfill professional responsibilities and navigate the interpersonal dynamics of teaching, both in the classroom and within the broader school setting. Furthermore, educational programs incorporating active learning, problem-solving, and collaboration have been linked to improvements in self-efficacy (Wang et al., 2025). Ferdousi et al.’s (2025) research in found that entrepreneurial education not only provides students with practical skills but also significantly boosts their entrepreneurial self-efficacy. In a related study in Ghana, researchers observed that while teachers were generally proficient in designing and delivering lessons, many lacked confidences in managing classroom behavior. To address this, the study recommended regular training and professional development workshops focused on enhancing classroom management skills and ensuring more effective curriculum implementation (Agormedah et al., 2022).

Self-efficacy levels vary across disciplines, particularly between educators and students in specialized fields. Among teachers, special education teachers exhibit the highest self-efficacy scores across all dimensions measured, while specialized teachers tend to have the lowest self-efficacy scores. A large-scale study of Finnish teachers demonstrated this pattern, showing that self-efficacy increases with professional experience but plateaus in mid-career (Saloviita and Almulla, 2024). Miralles-Cardona et al. (2023) emphasize that academic training grounded in reflective and critical analysis contributes to higher levels of self-efficacy in applying gender-equity teaching practices. A study of medical disciplines found no significant differences in self-efficacy levels across disciplines or graduate years, suggesting that in some fields, the area of study may not significantly impact self-efficacy (Milam et al., 2019).

Self-efficacy is generally expected to grow as pre-service teachers progress through their training. Bandura (1995), Tschannen-Moran and Hoy (2007) contend that exposure to classroom environments, mentorship, and successful teaching experiences strengthen confidence over time. Self-efficacy expectations following training are influenced by the quality and type of training, the individual’s educational background, experience, and, to some extent, gender. Higher education and accumulated experience consistently enhance self-efficacy, while effective training that incorporates skill-building experiences and positive reinforcement maximizes self-efficacy. Most research on pre-service teacher self-efficacy has been conducted in specific mathematics courses or using basic scientific methods, as seen in the study by Menon et al. (2023). However, investigations into the ability of future STEM teachers to teach in a gender-equitable manner have been the focus of studies like the one by Miralles-Cardona et al. (2023). Among special education students who received practical training, perceived self-efficacy was generally high, particularly in the use of modern technology. In Tanzania, a survey of 125 mathematics teachers revealed that self-efficacy in technology integration was moderate and influenced by factors such as gender and prior training (Njiku et al., 2022). Research by Zimmerman, as cited in Di Tullio (2019), also found that self-efficacy for self-regulated learning contributes to students’ motivational beliefs and academic success.

The influence of teaching experience and employment status on self-efficacy is inconclusive. While practical experience may enhance efficacy in areas like classroom management, Agormedah et al. (2022) found no consistent differences between employed and non-employed teachers regarding their confidence in implementing an equity-based curriculum. These findings suggest that experience alone is not sufficient; reflective practices, targeted support, and inclusive pedagogical frameworks are also essential. Individuals with stable or permanent employment tend to have higher self-efficacy than those in part-time, temporary, or precarious jobs, as demonstrated by Falco et al. (2017) and others. Employees in management or planning positions also tend to exhibit higher self-efficacy because their roles provide more autonomy and initiative. Conversely, employees with lower status or high levels of supervision may lack opportunities to develop confidence. These differences in employment status can significantly affect job satisfaction, motivation, performance, and willingness to innovate (Mumtaz and Parahoo, 2020; Uppathampracha and Liu, 2022; Hu et al., 2023; Namono et al., 2024; Ferdousi et al., 2025).

Measuring teachers’ self-efficacy is complex, involving various conceptualizations and measurement methods. Given its importance in teachers’ professional development, several widely accepted scales have been developed to assess science teachers’ self-efficacy (Malandrakis et al., 2018). The Teacher Efficacy for Gender Equality Practice (TEGEP) scale, developed and discussed by Miralles-Cardona et al. (2022) 2023, is a valuable tool for measuring teachers’ self-efficacy in gender-sensitive teaching. The TEGEP scale has demonstrated acceptable measurement invariance across countries and sexes, making it a reliable instrument for assessing self-efficacy for gender-sensitive teaching among pre-service STEM teachers (Miralles-Cardona et al., 2023). In Morocco, the Norwegian Teacher Self-Efficacy Scale (NTSES) was used in a study of Moroccan primary teachers by Oulhou and Ibourk (2021). The present study will employ the TEGEP scale developed by Miralles-Cardona et al. (2022).

It is important to note that the training of future teachers in the effective adoption of gender-sensitive methods remains relatively understudied in Morocco, particularly concerning their self-efficacy in implementing gender-sensitive pedagogical practices in relation to their demographic characteristics. Therefore, the present study aims to address this specific gap.

Participants in this study were trainee teachers in their first and second years of initial training for bilingual primary teaching at the Regional Centers for Education and Training Professions (CRMEFs) in Morocco. They represented six regions: Fès-Meknès, Tanger-Tetouan-Al Hoceima, Rabat-Salé-Kénitra, Souss-Massa, Drâa-Tafilalt, and the Eastern Region. Trainee teachers were admitted to the CRMEFs through a two-tier process involving a written test and an interview.

The sample comprised 392 trainee teachers: 343 in their first year of initial training and 49 in their second year. All participants were under 30 years of age, as required for CRMEF admission. The sample was predominantly female, 76.53% (n = 300), with male participants constituting 23.47% (n = 92). Data were collected during the 2022–2023 academic year (second-year trainees) and the 2023–2024 academic year (first-year trainees).

Participants had diverse academic backgrounds, holding bachelor’s degrees from various state institutions across different fields, including Economics and Management, Public and Private Law, Science, Literature, and Islamic Studies. Some participants graduated from specialized educational training institutions: the Faculty of Education Sciences (FSE), the Higher Normal School (ENS), and the Higher School of Education and Training (ESEF).

The training program at CRMEFs spans 2 years. The first year consists of two stages, each comprising 10 training modules delivered over 27 weekly hours, with examinations in April and July. First-year trainees also participate in weekly elementary school internships for observation and teaching practice. Second-year trainees assume full responsibility for assigned classes in schools. Notably, the initial training program includes no modules addressing gender approaches or their implementation, nor is this approach referenced in any module syllabi.

Data collection involved an anonymous and voluntary online questionnaire distributed to participants across the six regions. Additionally, five focus groups were conducted on-site at CRMEFs, with 14 first-year trainees (seven female, seven male) per group. Each session lasted approximately 30 min. Ethical approval was obtained from administrative authorities. Participants were informed about the study’s objectives, their rights, and the confidentiality of data. The questionnaire was administered from 14 April to 15 May 2024.

The study employed a mixed-methods design combining quantitative survey data with qualitative focus group information.

For quantitative analysis, comparisons of means by specialty and professional status were conducted using one-way analysis of variance (ANOVA). We used independent samples t-tests to compare by gender, degree, and year of training. Effect sizes were estimated using eta squared and Cohen’s d (Cohen, 1988). To control for Type I error associated with multiple comparisons conducted on the same measure, the significance threshold was adjusted using the Bonferroni correction.

Qualitative data from focus groups were recorded and transcribed using Transana software (Woods, 2019), which specializes in video and audio analysis. The software facilitated both a priori and ongoing analysis by defining categories with associated keywords and assigning these to audio segments. Focus group sessions were divided into three episodes corresponding to the three research axes, with each episode characterized using categories and associated keywords.

Among the returned questionnaires, 0.8% contained missing or incomplete values and were therefore excluded. The final sample consisted of 392 participants, with 300 (76.5%) identifying as female and 92 (23.5%) as male. The mean age of the respondents was 24.54 years (SD = 2.44, range = 20–30). Additionally, 91.1% held a bachelor’s degree, while 8.9% held a master’s degree. The most represented academic disciplines were experimental sciences (30.9%) and economics (30.9%). The least represented disciplines were education sciences and Islamic studies.

The means and standard deviations for gender-related knowledge, pedagogy, and attitudes were calculated for the overall sample of primary pre-service teachers. The total scale produced a mean score of 3.97 (SD = 0.85), indicating a generally favorable orientation. The gender-related knowledge subscale had a mean of 3.20 (SD = 0.81), whereas the gender-sensitive pedagogy subscale showed a higher mean of 4.52 (SD = 1.13). The gender-related attitudes subscale yielded the highest mean score of 4.55 (SD = 1.22), reflecting positive attitudes toward integrating gender perspectives into educational practice.

To complement the quantitative findings and better understand the perceptions of prospective primary school teachers, three focus groups were conducted with a total of 42 participants. The discussions were analyzed thematically, with key concepts and their interrelationships visualized using concept maps. These maps highlight the prospective teachers’ collective understanding and perspectives regarding gender-related knowledge, its application, and suggestions for development. Analysis of the focus groups identified several key categories for the three main thematic episodes: gender knowledge and awareness, implementing gender-sensitive practices, and developing gender-related attitudes. These categories were described using keywords such as “gender roles,” “planning gender-sensitive strategies,” and “challenging stereotypes,” reflecting the diversity of participants’ perspectives and experiences.

Pre-service teachers showed generally favorable overall self-efficacy (M = 3.97, SD = 0.85). Scores were especially high for gender-responsive pedagogy (M = 4.52) and gender-related attitudes (M = 4.55), indicating strong confidence in applying gender-sensitive practices and a positive disposition toward gender equity. These findings are consistent with previous research reporting high attitudinal support for gender equality among teacher candidates (Unterhalter, 2017; Tarman and Güven, 2019). The focus group discussions reinforced these results by highlighting practical strategies such as “creating inclusive learning environments” and “planning gender-sensitive lessons,” mirroring the strong scores in pedagogical domains. However, gender knowledge scored lower (M = 3.20), suggesting a gap in conceptual understanding of more complex theoretical aspects, including intersectionality, which aligns with similar patterns reported by Tarman and Güven (2019).

Female pre-service teachers scored significantly higher than males on overall self-efficacy and gender-responsive pedagogy, while no significant differences were found for gender knowledge or attitudes. These results suggest that women may feel more confident in implementing equity-based teaching practices, possibly due to socialization or heightened awareness of discrimination (Bandura, 2006; Czerniawski and Kidd, 2011). The predominance of female participants in the sample (76.5%) may have reinforced the positive overall orientation observed. These findings highlight that while the study addresses gender issues generally, its empirical approach is particularly relevant to female pre-service teachers. The overrepresentation of women in the sample, coupled with their higher self-efficacy scores, warrants a more nuanced interpretation of the study’s gender implications, particularly in the context of supporting female teachers’ professional development.

Differences related to academic specialization, degree level, and year of training were limited. The analysis of variance revealed overall effects associated with specialization, suggesting that certain disciplines may influence perceptions of the gender approach. However, these effects remain weak and do not indicate a strong influence of specialization. Similarly, no notable variation was observed between bachelor’s and master’s degree holders or between first- and second-year trainees, indicating that gender-responsive training is not yet systematically integrated into teacher education programs (Skerrett and Bomer, 2011; Zahid and Biyouda, 2022).

The findings highlight the urgent need to strengthen gender-related training within Moroccan teacher education programs (CRMEFs). Specifically, curricula should include dedicated modules on gender theory, addressing concepts such as equity, equality, social construction, and intersectionality to deepen pre-service teachers’ conceptual understanding. In addition, practical workshops focusing on lesson planning, classroom management, and inclusive instructional strategies are essential to translate theoretical knowledge into classroom practice. Mentorship initiatives should also be developed, particularly to support male trainees and reduce the gender gap in self-efficacy for gender-responsive pedagogy. Leveraging the already high levels of pedagogical self-efficacy and positive attitudes observed among trainees, these interventions can create a sustainable professional culture that promotes equity and inclusive teaching practices.

To complement and further substantiate these pedagogical recommendations, future research is needed to generate deeper empirical insights and guide evidence-based improvements. Longitudinal studies are essential for tracing the development of gender-sensitive self-efficacy among prospective teachers over time, while the application of multilevel modeling can enhance the robustness of statistical analyses. Expanding qualitative research into diverse and underserved contexts is also critical for capturing the influence of local dynamics. Moreover, validating self-reported measures through classroom observations and investigating the interplay between individual identity factors and institutional environments will offer a more nuanced understanding of gender-sensitive teaching. The development and rigorous evaluation of gender-training modules, remain key priorities for advancing equity in teacher education.

This study explored the self-efficacy of pre-service primary school teachers in Morocco regarding gender equality practice by assessing their self-efficacy in the areas of gender knowledge and awareness, implementation of gender-responsive teaching methods, and development of gender-related attitudes. Using a mixed-methods approach with questionnaires and focus group discussions involving 392 trainees, the research produced several key findings. The main findings indicate that while pre-service teachers express a moderate level of confidence in their overall ability to teach gender education, a notable gap exists in their gender knowledge and awareness. This was demonstrated by lower quantitative self-efficacy scores for gender knowledge compared to pedagogy and attitudes, and qualitative feedback from the focus groups revealing difficulties articulating more complex gender concepts. Consistent with previous research, female trainees demonstrated significantly higher self-efficacy in implementing gender equality than their male counterparts. However, analyses revealed no statistically significant differences in self-efficacy based on educational level, year of training, or professional status. Similarly, contrary to initial hypotheses, no statistically significant differences were found between university specializations regarding self-efficacy in practicing gender equity.

Limitations of the study include its specific context within Moroccan teacher training institutions, which potentially limits the generalizability of the findings. The sample was based on voluntary participation from certain Moroccan regions, which may cause sampling bias and limit the generalizability of the results. From a statistical standpoint, the study did not model for clustering effects within training centers, which could result in underestimated standard errors and potential biases in statistical significance. Moreover, the absence of preliminary checks for common method bias and distribution normality (such as skewness and kurtosis) constitutes a methodological limitation that may affect the robustness of the quantitative findings. There was also a gender imbalance in sample, with 76.5% of participants being female, which could have influenced the findings related to self-efficacy. The study’s cross-sectional design provides only a single-time snapshot, preventing any causal conclusions or understanding of changes over time. The reliance on self-reported data introduces a risk of social desirability bias, even with assured anonymity.

These findings highlight the critical need for targeted interventions in teacher training programs. For research, Future studies should consider using multilevel modeling techniques to account for the hierarchical structure of the data, which would provide more accurate estimates and account for potential clustering effects. It would be beneficial to develop and empirically test gender-sensitive training modules aimed at addressing potential differences in self-efficacy development among male and female teacher trainees. Likewise, the future studies should examine the long-term impact of gender-focused training on actual classroom practices, using longitudinal designs and observational measures. Exploring the effectiveness of specific strategies to improve overall gender knowledge and awareness is also warranted. For practice, it is imperative to strengthen gender-related content in teacher education programs, going beyond basic concepts to include nuanced theoretical understandings. This involves providing pre-service teachers with the necessary knowledge, practical skills, and enhanced self-efficacy to effectively implement gender-responsive pedagogy. Emphasis must be placed on opportunities for practical application, collaborative learning, and addressing the identified gender gap in self-efficacy, particularly for male pre-service teachers.

In conclusion, this study highlights the critical need to address and strengthen pre-service teachers’ self-efficacy in gender equality practice, particularly with regard to foundational knowledge. Strengthening teacher training to better prepare future educators in Morocco is critical to fostering equitable and inclusive learning environments, ensuring they are equipped with the confidence and comprehensive understanding needed for innovative and gender-responsive pedagogy.