Gender-Transformative Education in Georgian Universities – the ATSU Case

Sophio Moralishvili and Maia Akhvlediani
Akaki Tsereteli State University

Abstract

Belonging in higher education is shaped by complex intersections of gender, power relations, and institutional culture. In Georgia, universities have increasingly adopted policies aligned with European gender equality standards; however, gender-transformative practices—those aimed not only at addressing inequality but at challenging structural norms and cultural assumptions—remain limited in scope. This paper examines the case of Akaki Tsereteli State University (ATSU) to explore how gender-transformative education can be integrated into teaching, institutional policies, and campus life. Drawing on document analysis, interviews with academic staff, and student surveys, the study investigates how gender norms influence experiences of belonging, participation, and leadership within the university environment. Findings reveal both progress—such as inclusive curriculum initiatives, awareness-raising campaigns, and gender-sensitive language policies—and persistent barriers, including gendered expectations, unequal representation in decision-making bodies, and limited institutional mechanisms supporting transformative change. By situating ATSU within the broader Georgian and European higher education landscape, the paper argues that belonging must be understood as an ongoing process shaped by power dynamics, cultural narratives, and educational practices. The study concludes with recommendations for strengthening gender-transformative pedagogies and institutional frameworks that promote equitable participation and a stronger sense of belonging for all members of the university community.

Presentation