Promoting SDG 4 in Nigeria: gender-related impacts of UNESCO MGIEP digital teacher training course

Abstract This research evaluates the implications of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) Digital Teacher Training Course regarding its impact on the digital pedagogical skills of Nigerian teachers within the context of Sustainable Development Goal (SDG) 4 and the Digital Competence Framework for Educators (DigCompEdu) framework. The researcher employed a quasi-experimental design with pretest and post-test data collection from 229 educators (41.2% female, 58.8% male) within five digital pedagogy domains: value-added instruction, instructional customization, feedback provision, personalized teaching, and students’ engagement in active learning. Findings suggest that participants from both genders achieved statistically significant improvements across all domains. Notably, female participants outperformed males in several areas of learning. Male participants had average effect sizes of greater than 2.0 in all areas, an indication of strong practicality. The results indicate that gender responsive digital trainings increase educators’ digital competence while also addressing gender gaps. Through this research, global educational conversations are informed that professional development utilizing such technology responds to the gap of quality education through sustaining diverse, inclusive pathways.