Peer Evaluation Research Articles

Student and Instructor Ratings in Geographic Information Systems: A Comparative Analysis

Geographic information system (GIS) education empowers engineering students to make informed decisions, integrate comprehensive data, and communicate effectively through maps and visualizations. In GIS education, it is common to employ problem-based learning, which can benefit from the advantages of peer assessment methods. Among the benefits of peer assessment are the enhancement of students’ capacity for analysis and synthesis, improvement in organizational and professional communication skills, and the development of critical judgement. However, a consequence of its application is that there may be variation in students’ final grades, with no consensus in the literature on this matter. This paper explores the extent to which the application of peer ratings among students can modify student grades in the field of GIS education. This was achieved by conducting an experiment in which undergraduate engineering students assessed two problem-based learning activities carried out by their peers in two different basic GIS courses. The ratings obtained after the peer assessment were compared with the grades given by the instructors. The results allowed us to debate whether the teaching benefits of this strategy compensate for the differences between the students’ grades and those given by instructors. Although no clear pattern was found in the mean ratings awarded by the two groups of evaluators, the results show that student engagement in peer assessment was high. This experience has demonstrated that the assessments of the two groups complement each other and allow students to gain a better understanding of their ratings and how to improve their skills.

Beyond Collaborative Learning: a Comparison of Small Groups in Face-to-Face and Online Settings

AbstractSmall group-based instructional approaches such as case-based learning (CBL) and team-based learning (TBL) are widely used in medical education to promote collaboration and team learning. During the pandemic, many medical schools shifted from face-to-face instruction to online settings. While CBL/TBL are intended to foster collaborative skills, it is unclear how its use evolves in an online setting and whether the online setting impacts students’ perceptions and behaviors in collaboration. This study examined how the change from in-person to online CBL/TBL impacted students’ collaboration. We used a mixed-methods sequential design, first collecting and analyzing retrospective cohort quantitative data with the Class of 2023 through peer evaluation surveys followed by six focus groups. Students’ assessment of their peers was generally positive. Nonparametric testing showed significant differences for two questions with less positive perceptions in the virtual setting compared to when students had in-person CBL/TBL. The focus group results identified several themes related to collaboration and learning communities. In the virtual setting, students not only lost collaboration opportunities with their group members in CBL/TBL, but also learning opportunities and social connections with other groups and the community as a whole. Virtual learning environments may have presented challenges for collaborative learning and the establishment of a sense of community.

Personalised Education: A study on the relationship between student assessment methods and student development

Although the conflict between traditional assessment methods and personalised education has gained wide attention, significant gaps remain in understanding their reconciliation, especially concerning their contribution to the students' further academic achievements. Aiming at revealing a more effective and adaptive one under the current educational setting, this paper analysed the characteristics and limitations of traditional assessment methods and compared them with the needs and potential benefits of personalised education. The analysis indicates that conventional methods, while effective in standardising and benchmarking student performance, neglect creativity and critical thinking as key developmental techniques, creating obstacles to the comprehensive development of students. On the contrary, personalised education emphasises individual learning needs and continuing feedback, fostering a more inclusive and supportive learning environment. Based on these findings, it is suggested that a diversified and dynamic assessment system should be adopted, aligning more closely with personalised education principles. Specifically, the paper recommends the utilisation of formative and differentiated assessments and the inclusion of self and peer evaluation. These strategies can improve student engagement, motivation, and overall academic success. Importantly, policy support and resource allocation are crucial for effective implementation.

Enhancing the Quality of Research Synopsis of International Students Through Peer Feedback: A Case Study

The role of peer feedback in academic writing has garnered increasing attention from educators and research supervisors in recent years. Nevertheless, limited information exists about the perceptions and experiences of international doctoral students concerning the learning outcomes derived from giving and receiving feedback on research synopsis writing. This case study employs a variety of data sources, including research synopsis drafts, written peer evaluations, and semistructured interviews, to explore how 11 junior and seven senior doctoral candidates at Chinese universities benefit from receiving and providing feedback on their peers’ research synopses, respectively. Through the analysis of the interview data, four emergent themes related to student learning were generated through the exchange of peer feedback: (1) enhancing research synopsis writing awareness, (2) progressing in synopsis writing drafts, (3) improving research skills with peer feedback, and (4) fostering reflective and critical learning. These findings contribute to a deeper understanding of the potential educational opportunities that arise from exchanging peer evaluations in scholarly work.

Using Peer Evaluation as a Tool in English Language Learning in Malaysian Classroom

Using Peer Evaluation as a Tool in English Language Learning in Malaysian Classroom

Development of Hybrid Project-Based Learning Model for Multimedia Technology and Animation

Technological advancements, global initiatives, and digitization have led to a sustained demand for highly qualified engineers. However, the current state of engineering education has drifted apart from real-world requirements. Thus, it is crucial to identify the specific skills lacking in engineering graduates. Additionally, this research results can be useful for curriculum development, fostering collaboration between academic institutions and industry partners, and improving students’ skills. This study aims to introduce a pioneering educational model that combines hybrid learning and Project- Based Learning (PBL) to address the needs and preferences of college students in the fields of multimedia technology and animation. The paper presents the development and implementation of the method, including an assessment of learner characteristics, expert assessments, peer evaluations, and limited tests. The experts involved as validators comprised three individuals from the fields of education, animation, and industry practitioners. The product testing was conducted in two classes: a control class with 20 students and a limited experimental class with 15 students. Based on the paired sample t-test, p-values of 0.001 for the multimedia technology course and 0.002 for the animation course were obtained at a significance level of 0.05. This suggests that there is a significant difference in the classes that implement the Hybrid Project- Based Learning (H-PBL) model. Additionally, instructional products were developed, including a model book, a learning materials book, a user guide for lecturers, a user guide for students, and teaching modules. Furthermore, this research also yielded an e-learning platform and online modules.

When Do Haters Act? Peer Evaluation, Negative Relationships, and Brokerage

When Do Haters Act? Peer Evaluation, Negative Relationships, and Brokerage

The ACEN 2023 standards and impact of accreditation on the quality of nursing education

BackgroundAfter obtaining the Board of Commissioner's approval, the Accreditation Commission for Education in Nursing (ACEN) released the 2023 Standards and Criteria in July 2022. Beginning January 2024, all programs seeking initial or continuing accreditation with the ACEN will be required to use this set of Standards. InnovationThe 2023 Standards and Criteria were revised to apply to all nursing education program types and the Standards were designed to delineate the measurable quality indicators through explicit Criteria Statements for contemporary nursing education. ImplicationsThe changes to the ACEN Accreditation Standards are expected to increase clarity of the Standards for nursing education programs. The revised 2023 Standards and Criteria identify and describe the essential elements of a quality nursing education program. ConclusionAn understanding of the key concepts in the 2023 Standards and Criteria will provide the nurse educator with a foundation for developing and maintaining quality nursing education practices consistent with the ACEN Accreditation Standards.

Виклики та перспективи забезпечення інформаційної прозорості в умовах цифровізації освіти та економіки

This article examines the challenges and prospects of ensuring information transparency in the context of digitalization of education and the economy. The paper explores key aspects of information transparency, its significance, and impact on the development of the educational sector and digital economy in modern conditions. The benefits of transparency in online education are analyzed, particularly in the development of learning materials, student assessment, and determination of teacher qualifications. Research demonstrating the positive impact of transparency on increasing student trust in the quality of online courses and ensuring fair treatment of all participants in the educational process is considered. Special attention is paid to issues of academic integrity in the digital age. Challenges related to preventing plagiarism, copyright infringement, and other violations of academic ethics are discussed. A comprehensive approach is proposed, combining technological solutions, educational measures, and clear procedures to ensure transparency and academic integrity in the digital educational environment. Problems of confidentiality and protection of student data as a key aspect of information transparency in education are examined. Challenges associated with balancing the need for transparency in educational processes and protecting students' personal data are analyzed. The importance of developing clear privacy policies, implementing data protection technologies, and raising awareness among all participants in the educational process about potential risks and security measures is emphasized. In the context of the digital economy, the advantages and challenges of ensuring transparency in the creation, dissemination, and use of open educational resources are considered. Necessary procedures for peer review, evaluation, and attribution of authorship to improve the quality and trust in open educational materials are discussed. Challenges related to data bias that can lead to inaccurate or false conclusions and decisions are analyzed. Sources and consequences of data bias, such as lack of representativeness, inaccuracies in data collection, and algorithmic biases, are examined. Approaches to detecting and minimizing bias are proposed, and the importance of transparency in data processing methods is emphasized. Significant attention is given to the role of digital literacy in ensuring information transparency. Aspects of user perception and interpretation of data, as well as information providers' understanding of audience needs and expectations, are considered. The need for continuous learning and skill enhancement to bridge the digital divide and ensure effective use of transparent information is emphasized. The article also analyzes successful initiatives in ensuring information transparency in various fields, including public administration, the corporate sector, and education. Success factors such as political will, active civil society participation, and the use of innovative technologies are examined. The work emphasizes the importance of a balanced approach to ensuring information transparency that would consider issues of security, confidentiality, and data protection. The need to develop effective technological solutions and policies that would ensure proper data protection in combination with a high level of transparency is emphasized. The conclusions state that information transparency is an integral component of the effective functioning of educational processes and the digital economy. It contributes to improving quality, accountability, trust, and innovation, while requiring a balanced approach and consideration of security and privacy issues. Ensuring an appropriate level of transparency requires close cooperation among all stakeholders, implementation of advanced technological solutions, and improvement of the regulatory framework.

Innovative Approaches in Video Art Education: Peer Review Mechanism, Somaesthetics, and Evaluation System Reform

Innovative Approaches in Video Art Education: Peer Review Mechanism, Somaesthetics, and Evaluation System Reform

Use and Design of Peer Evaluations for Bonus Allocations

Use and Design of Peer Evaluations for Bonus Allocations

Signaling high sensitivity: The roles of sensory processing sensitivity, assertiveness, and the dark triad

High-sensitivity signaling may be an attempt to adapt to an environment by sensitive individuals. However, it may also be a deceptive strategy of nonreciprocal resources extraction used by people with a highly exploitative interpersonal style. In their first study ( n = 102), the authors used a peer-rating design to investigate the associations between perceiving somebody as highly sensitivity and attributions of agency and communion. In their second study ( n = 102), they used a dyadic design (dyads of friends) to investigate the accuracy of high-sensitivity attributions (i.e., correlations of self-report and peer ratings of sensory processing sensitivity). In their third study ( n = 260), they used self-report questionnaires to investigate the location of high-sensitivity signaling in a nomological net of strategies for demanding special treatment (such as entitlement, person victimhood, etc.). The authors also examined the correlations between sensory processing sensitivity, assertiveness, and the dark triad. It was found that people who were perceived as highly sensitive were also regarded as displaying more unmitigated communion. However, people demonstrated poor accuracy in their perception of high sensitivity. High-sensitivity signaling was positively associated with, but distinguishable from, other strategies of demanding special treatment. Individuals with high sensory processing sensitivity signaled their sensitivity and were more eager to use the “highly sensitive person” label. These associations were stronger when individuals were highly assertive. Instrumental signaling of high sensitivity to influence others was, however, associated with narcissism. Signaling high sensitivity appeared to be associated with beneficial social attributions, but simultaneously it is easy to deceptively signal that one is highly sensitive. Signaling high sensitivity could thus be an honest signal given by people with high sensory processing sensitivity, but also used instrumentally by narcissistic individuals to exploit others. The findings are important not only for public understanding of the widely disseminated label of “highly sensitive person,” but also for clinicians and counsellors who encounter people who identify as being highly sensitive.

교직과목에서 PBL 활용에 대한 예비교사의 인식과 문제해결방안 도출에 관한 연구

Objectives This study examined to explore what kind of experiences and perceptions pre-service teachers had after applying problem based learning (PBL) to the teaching subjects. In addition, this study tried to verify what the pre-service teachers' specific problem solving skills were and how they evaluated the participation of themselves and their peers.
 Methods In the study, 99 pre-service teachers participated, and they brainstormed on topics that could occur in the educational field in problem based learning (PBL), and created problem scenarios based on the contents derived from this. The pre-service teachers formed a group based on a topic of high interest among these scenarios and performed according to the stages of problem-oriented learning (PBL). In this process, reflection journals, self-evaluation, and peer evaluation data were collected for each scenario. Qualitative data was analyzed based on reflection diaries, and descriptive statistics such as frequency, mean, and standard deviation based on self-assessment and peer evaluation were conducted.
 Results The experiences and perceptions that pre-service teachers gained through problem-based learning (PBL) had both positive and negative aspects. Looking at the problem-solving methods derived from the scenarios by pre-service teachers, they did not yet have teaching experience, so they talked about ideas that were difficult to apply to the field, but realistic solutions were derived. Third, it was found that pre-service teachers rated peer evaluation higher than self-evaluation.
 Conclusions By using problem based learning (PBL) in the teaching subjects, we were able to derive prospective teachers' sense of reality, and problem solving, at the same time, practice their role as techers while immersing themselves in problem scenarios, and encourage reflective reflection.

The language of power: Interpersonal perceptions of sense of power, dominance, and prestige based on word usage

We examined whether people can accurately judge the experienced power, dominance, and prestige of others based on short texts, and what linguistic cues are related to these hierarchy-related variables. Past research suggests that personality is reflected in language, but hierarchy—another important feature in human relationships—has not been fully considered. In two studies with a zero-acquaintance setting, judges ( N1/2 = 105/202) read self-descriptions of speakers ( N1/2 = 200/200) and completed peer ratings of speakers’ power, dominance, and prestige. Speakers completed the same scales as self-ratings. We found substantial associations between the hierarchy concepts and several word categories (e.g., sense of power was negatively related to tentative words in self- and peer reports). For power and prestige, judges and speakers used the same linguistic cues for their assessments. Further, judges converged strongly in their assessments and showed high self-other agreement for all variables. We conclude that social hierarchy concepts are enacted in language and can be perceived from minimal verbal information. The findings show the importance of distinguishing between various hierarchy concepts when analyzing language correlates and have implications for testing power theories with linguistic material and the understanding of perceptions regarding hierarchy differences and following downstream consequences.

Nickel Oxide-Aerogel Electrocatalysts for Oxygen Evolution Reaction in Alkaline Media: Experimental Approaches and Modeling-Assisted Strategies for Improving Performance and Durability

Anion exchange membrane water electrolyzers (AEMWEs) represent an attractive technology for producing “green” hydrogen that enables operation on pure water using platinum group metal (PGM)-free electrocatalysts at both anode and cathode. Also, AEMWEs do not require the use of highly concentrated and corrosive alkaline electrolytes and PGM-based catalysts, which are the major drawbacks of the incumbent low-temperature liquid-alkaline and proton exchange membrane electrolyzers, respectively.1,2 In this context, the development of PGM-free electrocatalysts for oxygen evolution reaction (OER) in alkaline media has attracted considerable research interest. Among different types of transition metal-based oxides, Ni oxides doped with Fe have shown the highest OER activity in alkaline media.3,4 Recently, we have developed at Los Alamos National Laboratory (LANL) a series of Ni oxide-based aerogel materials that, primarily in combination with Fe in different proportions, have shown respectable OER performance in the electrochemical cell and at the AEMWE anode operating on either neat deionized water or with a supporting electrolyte, 0.1 M KOH or K2CO3.5 For application at the AEMWE anode, the catalyst integration into the electrode catalyst layer, i.e., combining the catalyst with anion exchange ionomer (AEI) and binding agents, is crucial to prevent catalyst layer delamination and to create a good catalyst/electrolyte interface, which in turn enables high OH- conductivity within the catalyst layer.6 This latter aspect is especially important for achieving high AEMWE performance in pure water operation. In this work, we investigate the impact of combining our Ni-Fe oxide aerogel catalysts with different AEIs (various backbone chemistries, OH- functional groups) and different binding agents (e.g., Nafion ionomer) on the AEMWE performance. We will show that full activation of the catalyst by phase transformation from the original Ni oxide-like structure to the active layered (oxy)hydroxide is essential for achieving high OER activity, and it can be influenced by the catalyst layer composition. By advanced characterization techniques such as high-resolution scanning transmission electron microscopy, X-ray absorption spectroscopy, and Mössbauer spectroscopy, we will shed light onto the phase transformation process that results in superior OER activity of these materials in alkaline media.Following our prior machine learning studies aimed at optimizing for the synthesis of oxygen reduction electrocatalysts,7,8 we will also show how to improve the synthesis of Ni oxide aerogel-based OER catalysts to maximize activity and stability. This work is further supported by density functional theory (DFT) modeling studies to better understand reaction mechanisms, active sites, and ultimately what role transition metal dopants (Fe and Co) play in modifying OER activity. Studies of in situ dissolution of these dopants using DFT-generated, phase-constrained Pourbaix diagrams9 will guide synthesis through understanding this likely materials degradation pathway. References H. A. Miller et al., Sustain. Energy Fuels, 4, 2114–2133 (2020).C. Santoro et al., ChemSusChem, 202200027 (2022).S. Fu et al., Nano Energy, 44, 319–326 (2018)D. Xu et al., ACS Catal., 9, 7–15 (2019).P. Zelenay and D. Myers, "ElectroCat (Electrocatalysis Consortium);” U.S. Department of Energy, Energy Efficiency and Renewable Energy, Hydrogen and Fuel Cell Technologies Program, 2022 Annual Merit Review and Peer Evaluation Meeting, June 6-8, 2022. https://www.hydrogen.energy.gov/pdfs/review22/fc160_myers_zelenay_2022_o.pdfL. Osmieri et al., J. Power Sources, 556, 232484 (2023).M. R. Karim et al., ACS Appl. Energy Mater., 3, 9083–9088 (2020).W. J. M. Kort-Kamp et al., J. Power Sources, 559 (2023).E. F. Holby, G. Wang, and P. Zelenay, ACS Catal., 10, 14527–14539 (2020).

Mesoporous Carbon Supported Catalyst for Heavy Duty Fuel Cells

The interaction between the catalyst and the carbon support is crucial to both the performance and durability of the membrane electrode assembly (MEA) in a polymer electrolyte membrane fuel cell. Local oxygen transport resistance (RO2) has shown to be a significant contributor to the overpotential loss in the catalyst layer.1 Utilizing mesoporous carbon supports has shown to reduce RO2 compared to high surface area carbon and prevent ionomer poisoning of Pt inside the pores.2 Engineered catalyst supports (ECS) synthesized through templated organic precursor provides improved control of resulting carbon morphology.3 This work presents a detailed study of the performance and durability of the ECS supported catalyst. Effect of Pt weight percentage on the carbon support, ionomer loading, and the ionomer type on the catalyst performance and durability is presented. Figure 1 shows the performance at beginning of life (BOL) and end of life (EOL) after 90000 cycles, using US DOE’s electrocatalyst protocol, for MEAs with different ionomer loadings. Polarization curve, Pt accessibility through CO stripping, and RO2 from limiting current will be presented are measured at different intervals between BOL and EOL. Characterization of the Pt particle and catalyst layer structure performed at BOL and EOL will also be presented. This study highlights the value of the morphological and electrochemical evaluation to provide detailed insights into the catalyst and mesoporous carbon support interaction. Acknowledgement This research is supported by Technology Readiness Gross Receipts Tax Credit through New Mexico Legislature. This research is supported by U.S. Department of Energy (DOE) Hydrogen and Fuel Cell Technologies Office, through the Million Mile Fuel Cell Truck Consortium (M2FCT). References 1 Kongkanand, A. et al. Journal of Physical Chemistry Letters, 7, (7), 1127-1137, 2016.2 Ramaswamy, N. et al. Journal of The Electrochemical Society, 167, (6), 064515, 2020.3 Ramaswamy, N. US DOE Hydrogen and Fuel Cells Program: 2020 Annual Merit Review and Peer Evaluation Report, 2020. Figure 1

Unpacking Online Collaborative Learning in Teaching EFL Speaking: Insights from Three Rural Area Case Studies

The collaborative use of technology and online teaching and learning is a new pedagogical trend following the spread of the COVID-19 pandemic in 2020. This pedagogy has created flexible learning modes for teachers and students to practice and develop their speaking skills in English as a foreign language through collaborative activities, interactive group projects, and peer feedback. Despite the plethora of studies pertinent to online learning, online collaborative learning (OCL) insights in rural areas are not well-documented, leaving knowledge gaps. Thus, a study of teachers' and students' perceptions of OCL in rural areas of Papua, Indonesia, is needed. Researchers have confirmed that the OCL is a new pedagogical approach to lifelong and sustainable learning. This study employed a qualitative report, using a triple-case study approach. The results propose that: (1) OCL can be implemented using two learning modes: synchronous and asynchronous. The WhatsApp group (WAG) chat feature was used to deliver written discussions and peer evaluations and the WhatsApp voice note tool to provide oral feedback synchronously. Google Classroom asynchronously provided the materials, tasks, and teacher feedback. (2) Teachers’ reasons for choosing OCL in EFL speaking courses include effectiveness, efficiency, interest, and engagement. Students’ perceptions highlighted the OCL effect in light of three aspects: (a) social, (b) psychological, and (c) speaking skills. (3) Teachers’ barriers during OCL implementation: (a) poor internet connection, (b) free-riders, (c) unpunctuality, and (d) unfamiliarity with technology use. (4) Teacher strategies to overcome the barriers to OCL: (a) university-sponsored internet, (b) OCL orientation at the beginning of class, (c) forming groups and choosing topics regarding students’ prior knowledge, (d) extra peer tutoring time, and (e) self-directed learning.

Seminário de boas práticas Faesa edição 2023

The FAESA Best Practices Seminar (SBP) aims to promote the sharing of teaching best practices, focusing on experiences of personalization, experimentation, and the use of technology. Additionally, it aims to recognize the best teaching practices and reward teachers in established categories/educational axes (LEARNING ASSESSMENT and PEDAGOGICAL INNOVATION) based on peer evaluation. The target audience for the training activities within the scope of SBP includes FAESA University Center professors and FAESA School teachers. The following goals were established: 100% of participating teachers trained; 76 shared experiences; and the publication of an E-book for the 2023 Best Practices Seminar. SBP 2023 was organized into the following stages: STAGE 1: Announcement and Registration (Form and Video/Podcast) on the AVA; STAGE 2: Curatorship/Selection of best practices submitted based on established requirements and recording of video/podcast; STAGE 3: Teacher training and evaluation of the best practices; STAGE 4: Compilation of the E-book of Best Practices according to categories; and STAGE 5: Recognition of the three most accessed best practices. At the end of the 2023 edition, the following results were achieved: 235 teachers trained (100% of teachers); 76 successful experiences shared; 1 published E-book; and 3,200 accesses to the best practices were made by participants.

The Effect of Metacognitive Reflective Tools on Historical Writing Ability and Self-Efficacy

Previous research has revealed that students typically struggle with analytical writing, particularly if it deviates from the commonly taught “writing structure” (Murphree, 2014). This struggle is frequently coupled with a lack of understanding of course content materials, or the often-ambiguous nature of analysis in writing, which students typically do not encounter in a structured, standards-based classroom. The pressure surrounding these writing struggles is seemingly amplified in a rigorous, high-performing dual-enrollment high school setting where students are required to demonstrate proficiency in analytical ability and argumentative writing prior to their 10th grade year. This study aims to develop a more comprehensive model to teaching analytical writing by implementing a combination of a skills-based approach and an approach that promotes self-efficacy and meta-cognitive reflection. This combination seeks to not only alleviate anxiety and lack of confidence in the writing process, but also equip students with tools that can increase the accuracy of self-assessment and overall writing scores. The effect of metacognitive tools on student analytical writing in this study is measured primarily through student performance on a series of AP World History-style Document Based Question (DBQ) essays and academic confidence self-evaluation surveys. Data consists of outcomes from one baseline DBQ (prior to supplemental instruction) and outcomes from two DBQ essays after direct instruction of three metacognitive tools and the introduction of a series of surveys designed to promote self-efficacy. Each measure was cross analyzed based on the introduction of a series of three metacognitive strategies to aid in writing DBQs (Pre-write Graphic Organizer, Formatting Guide, and Peer Evaluation Tool) and compared to the baseline scores collected after the pre-intervention DBQ Assessment. Preliminary results indicate that average student confidence, as measured by self-efficacy surveys prior to each DBQ writing assignment, rose over time, with content-based confidence and overall DBQ scoring confidence exhibiting the greatest change. Students initially demonstrated a period of “false confidence” during their baseline assessment, followed by a dip (lack of confidence) and rise (increasing confidence) correlating with increased accuracy in scoring as time progressed. Students’ ability to accurately predict their success on the DBQ rubric increased over time. However, the greatest improvement in this metacognitive skill can be observed in areas related to content knowledge.

Gender analysis of the World Health Organization online learning program on Immunization Agenda 2030.

Vaccine-preventable diseases pose a significant threat to children under five globally, creating disparities in immunization coverage. Despite its cost-effectiveness and life-saving potential, immunization faces challenges in achieving equitable coverage. Gender inequalities deeply influence access to healthcare, affecting immunization rates. This study examines the action plans submitted by participants of the World Health Organization's (WHO) IA2030 Scholar Level 1 certification course in 2021. A qualitative analysis was conducted on a subset of 111 action plans that scored above 75%, employing narrative thematic analysis to categorize and explore gender incorporation and identified barriers based on the IA2030 Gender Guide. Among the 111 analyzed action plans, gender considerations were present in almost all plans, underscoring the effectiveness of integrating gender perspectives in the course curriculum. The most frequently cited barriers included low education and health literacy, issues related to accessing quality immunization services, gendered dynamics in decision-making within households, and limited access to resources and mobility, predominantly impacting women. The findings confirm that gender inequalities significantly contribute to suboptimal immunization coverage. An intersectional approach, recognizing diverse social markers impacting immunization, is vital to address disparities effectively. Moreover, the need for gender-sensitive data and deeper understanding of intersectional dynamics was emphasized. The study highlights the importance of gender-transformative interventions, including community engagement and efforts targeting both men and women to enhance immunization coverage. While acknowledging limitations, such as potential biases in peer evaluations and the need for wider inclusivity in gender perspectives, this analysis underscores the significance of mainstreaming gender in immunization capacity-building programs. The integration of gender considerations not only raises awareness but also equips professionals to create more gender-responsive immunization programs. Continuous efforts to incorporate gender perspectives can lead to more effective, equitable, and gender-transformative immunization initiatives at various levels.