Implementation of the sex and gender curricular assessment and revision toolkit: a mixed-method study.

Improving the quality of education is one of the main goals of universities [, ]. To achieve this goal, scholarship of teaching and learning (SoTL), as an evidence-based approach to improving teaching methods, curriculum design, and student learning, is one of the key solutions [, ]. Scholarship of teaching, which was introduced by Boyer, was later developed and commonly referred to in the literature as the ‘Scholarship of Teaching and Learning (SoTL),’ highlighting an explicit focus on students’ learning as well as teaching process [, ]. Unlike educational research, which is primarily aimed at producing generalizable knowledge, Scholarship of Teaching and Learning (SoTL) is a systematic, evidence-based approach in which faculty members critically examine teaching practices and students’ learning processes in real-world settings, using scientific and valid methods. The main goal of SoTL is to improve the quality of teaching and learning process by generating reliable evidence and sharing findings with the academic community []. Scholarship of teaching and learning not only helps to understand learning processes better, but also provides a basis for educational innovations and responsiveness to learners’ needs [, ]. Faculty members play a pivotal role in achieving this goal []. Their direct interaction with students and their awareness of the strengths and weaknesses in the educational environment provide a valuable opportunity to conduct SoTL that continuously improves the quality of teaching []. Faculty members’ participation in the SoTL activities leads to the development of educational programs and positive changes at the university []. Despite the importance of SoTL, faculty members’ awareness, attitudes, and experience are associated with challenges []. Understanding these challenges and faculty members’ needs is crucial for designing and implementing effective educational interventions that promote SoTL among faculty members []. Ghasemi et al.’s study emphasizes the importance of faculty professional development, emphasizing their educational roles in the university []. Also, the results of Keshmiri’s study show that SoTL empowerment programs, if planned based on needs and addressing existing challenges, can serve as a foundation for improving faculty members’ capabilities in line with educational changes []. These findings suggest that a clear understanding of the current situation, in terms of faculty members’ awareness, attitudes, and experience in the field of SoTL, is an essential prerequisite for designing and implementing such programs. Furthermore, Simpson et al. emphasize the importance and status of Scholarship of Teaching and Learning (SoTL) activities for the advancement of faculty members, stating that establishing clear standards for the design, implementation, and documentation of the SoTL can help enhance the status of SoTL in universities []. In this regard, it is also crucial to assess the knowledge, attitudes, and experience of faculty members regarding these standards and how to design, implement, and document SoTL. The study by Zibrowski et al. shows that faculty members identify factors such as lack of time, prioritization, and motivation as substantial barriers to activity in this field []. Understanding these barriers from the faculty members’ perspective can help design effective interventions to address them in the academic environment.