Gloria Lamaro1*, Beatrice Abonga Ajok1, Ricky Richard Ojara1, Elly Kurobuza Ndyomugyenyi1 & George Ladaah Openjuru12026-03-182026-03-182025-11-07Lamaro, G., Ajok, B. A., Ojara, R. R., Ndyomugyenyi, E. K. & Openjuru, G. L. (2025). Teaching Change: TESCEA’s Journey Toward Gender-Equitable Higher Education – A Case Study of Gulu University, Uganda. East African Journal of Arts and Social Sciences, 8(4), 218-232. https://doi.org/10.37284/eajass.8.4.3923Print ISSN: 2707-4277Online ISSN: 2707-4285http://hdl.handle.net/20.500.14270/769This study critically examined the effectiveness of TESCEA’s gender mainstreaming initiatives at Gulu University, focusing on gender training workshops, policy advocacy, and the establishment of a dedicated Gender Mainstreaming Unit. Employing qualitative methods, data were collected from academic staff and university leadership to explore how these interventions embedded gender responsive pedagogy within the institution’s teaching and policy frameworks. Findings revealed that participatory gender training significantly enhanced staff awareness and fostered transformative teaching practices, while policy reforms contributed to institutionalising gender equity mandates. The Gender Mainstreaming Unit emerged as a key actor in sustaining momentum and ensuring accountability. However, challenges such as limited resource allocation and entrenched cultural norms continued to hinder comprehensive progress. The study highlights the critical importance of context-sensitive, multi-level strategies that address both institutional structures and socio-cultural realities to effectively advance gender equity in higher education. These insights contribute to the growing body of research on gender mainstreaming in African universities and offer practical implications for policy and practice.enGender MainstreamingHigher EducationGender-Responsive Pedagogy.Article