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The enactment of gender responsive pedagogical approaches has the potential to support learning for all students and foster gender equality within and beyond education systems. This study investigated teacher educators’ perceptions of gender responsive pedagogy in higher education in Palestine. Mixed methods were used to explore the components of capability, opportunity and motivation that influence teacher educators’ behaviour when incorporating gender responsive pedagogy in their teaching practices. Thirty-six participants completed an online survey and subsequently 17 of these took part in a semi-structured interview that used the COM-B model as a framework to explore the educators’ perceptions. Our findings suggest that teacher educators do not have sufficient knowledge and skills to incorporate gender responsive pedagogy into their teaching practices due to misunderstandings regarding the …