ANALYSIS OF GENDER APPROACH IN INTERNATIONAL EXPERIENCE IN DEVELOPING METHODOLOGICAL SKILLS OF FUTURE TEACHERS IN HIGHER EDUCATION THROUGH A COGNITIVE APPROACH

the article analyzes the international experience of using a gender approach in the development of methodological skills for future teachers during their higher education. It focuses on the integration of a cognitive approach to enhance the quality of teacher education and address gender disparities in the teaching profession. Through a comparative analysis, the study examines the strategies, challenges, and successes of different countries in fostering equitable learning environments. Special emphasis is placed on the role of cognitive strategies in teacher training, the impact of gender-sensitive pedagogy, and their implications for inclusive education and long-term professional competence.