Education is one of the most important institutions through which gender relations are created, maintained and transformed. It is not merely a process of acquiring knowledge and skills; it is also a social institution that shapes identities, values, opportunities and access to power. From the perspective of gender and power, education must therefore be understood as a field in which inequalities between women, men and gender-diverse groups are both reproduced and challenged. Gender determines who gets access to education, what kind of education is considered appropriate, how students are treated within educational institutions, and what opportunities become available to them after education. Historically, education in many societies was organised according to patriarchal assumptions. Women were frequently associated with domesticity, motherhood and caregiving, while men were considered suitable for public life, employment, political participation and leadership. As a result, formal education was often regarded as more important for boys than girls. In India, traditional social structures, caste hierarchies, economic inequalities and patriarchal customs restricted women's access to formal learning for long periods. Although women and marginalised communities had important traditions of knowledge and resistance, institutionalised education remained highly unequal. The relationship between gender and education can be examined first through access. Educational opportunities are influenced by family income, caste, class, religion, rural or urban location and gender. Girls may face barriers such as poverty, domestic responsibilities, early marriage, concerns about safety, inadequate sanitation facilities and restrictions on mobility. In poor households, when resources are limited, families may prioritise boys' education because sons are often perceived as future economic providers. Girls may be expected to contribute to household labour rather than continue their education. Thus, unequal educational access reflects broader relations of economic and patriarchal power. Gender inequality is not limited to whether girls and boys attend school. It also concerns the quality and continuity of education. Girls may enrol in schools but leave education earlier because of household responsibilities, menstruation-related difficulties, early marriage or inadequate facilities. The availability of separate and safe toilets, transport, scholarships, residential facilities and supportive school environments can significantly influence girls' educational participation. Similarly, gender-diverse students may face exclusion, bullying and discrimination when educational institutions operate according to rigid assumptions about male and female identities. Educational institutions can reproduce gender stereotypes through curriculum and textbooks. Textbooks have historically represented men as workers, scientists, political leaders and decision-makers, while women have often been depicted as mothers, wives, homemakers or passive recipients of male protection. Such representations communicate powerful messages about what women and men are expected to become. When children repeatedly encounter these images, they may internalise the belief that leadership, scientific knowledge and public authority are naturally masculine, while care work and