SUMMARY
Gender-responsive education promotes gender equality at schools and can be attained by addressing students’ gender issues through gender responsiveness. In view of gender equality, the study examined the experiences of two Science teachers in implementing a gender-responsive approach to instruction and its impact on students' learning in secondary Science classrooms. Data were gathered through purposive sampling and descriptive phenomenology, supplemented by follow-up interviews, and then analyzed using Colaizzi's phenomenological approach. The interviews were conducted through online video calls with a semi-structured questionnaire. With thorough analysis, five major themes emerged from the teachers' shared experiences. These themes pertain to the students' genders and performances, gender-responsive approaches and methodologies, and the effects and challenges of implementing a gender-responsive approach in Science education. Furthermore, the teachers' gender responsiveness was reflected in preparing lessons, instructional materials, gender-fair language, extracurricular activities, a profiling system, sharing, group work and projects, reporting and presentation, problem-solving and laboratory activities, games, and assessments. Consequently, the teachers affirmed that gender equality among Science classroom students was achieved. With the surge of concerns surrounding students' gender, a gender-responsive approach must be upheld. Though the study's results directly relate to Science education, it is hoped that it will contribute to the pedagogical knowledge of teachers in other disciplines in integrating gender and addressing gender issues in the classroom.https://doi.org/10.26803/ijlter.22.6.33