This study investigated the integration of Sustainable Development Goal 5 (SDG 5: Gender Equality) into teaching practices at the Modern College of Business and Science (MCBS) in Oman. Data were collected from 43 faculty members (63% female, 37% male), suggesting that female educators were more likely to integrate SDG 5 into their teaching, with 86% using discussion-based methods and 52% using group projects, higher than male counterparts (68% and 40%, respectively). However, female educators also reported facing more barriers, particularly time constraints (17 females vs. 6 males) and lack of resources (11 females vs. 4 males). Familiarity with SDG 5 was generally higher among female respondents, with 12% reporting being “very familiar.” While the integration of SDG 5 had a moderately positive impact on student engagement and leadership development, the study found that institutional support, resource provision, and policy development remain critical needs. The findings offer insights for advancing gender equality in higher education, particularly in the MENA region.