Building Teachers’ Capacity through the Capability Approach to Advance Gender Equality and Social Inclusion in Bhutanese Schools

Abstract

Teacher capacity building activities play a crucial role in developing educators’ knowledge, skills, and values to promote children’s valued educational capabilities. Using the Participatory Action Research (PAR) approach, this study organised a capacity-building workshop for teachers in five schools under Samtse Dzongkhag (district), Bhutan. The workshop aimed to enhance teachers’ understanding of the Capability Approach (CA) and its application in advancing Gender Equality and Social Inclusion (GESI) in schools. A total of 267 teachers participated in the intervention. Findings indicated that hands-on and reflective activities effectively strengthened teachers’ conceptual understanding of CA, and its relevance to inclusive education. Participants demonstrated notable growth in knowledge, confidence, and readiness to integrate capability-based teaching practices in their classrooms. The results also indicated that the workshop fostered greater empathy, respect, and awareness of inclusivity, equipping teachers with practical strategies to nurture students’ creativity, socio-emotional skills, and sense of belonging in their own classrooms. These outcomes suggest that sustained follow-up support and school-based professional learning initiatives are essential to maintain the positive impacts and embed GESI principles meaningfully across teaching and learning practices.