Trends in the Development of Women’s Education in Georgia and Modern Pedagogical Perspectives
Mariam Koberidze 
Abstract. This article examines the historical development and contemporary condition of women’s education in Georgia from a gender-equality perspective. It combines qualitative document analysis, historical interpretation, comparative analysis, and descriptive examination of institutional data. The study considers cultural expectations, professional segregation, educational stereotypes, legal guarantees, and women’s participation in higher education. The findings indicate that formal access to education has expanded substantially and Georgian legislation provides equal educational rights. Nevertheless, gendered expectations continue to influence subject choice, professional orientation, employment, remuneration, and access to leadership. The historical contributions of Georgian public figures demonstrate that women’s education has long been connected with social modernization and civic participation. Current patterns suggest that legal equality alone does not eliminate informal barriers. The article concludes that educational institutions should integrate gender-sensitive teaching, career guidance, community participation, and transparent monitoring in order to convert formal equality into equal educational and professional opportunities.
Keywords: women, education, stereotypes, gender equality, gender balance, pedagogical perspectives, Georgia