This chapter outlines the concept of gender equality as part of the global gender mainstreaming strategies, which aim to transform social, political, and educational settings. Citizenship education viewed through an intersectional and interdisciplinary lens, not only transmits knowledge, skills, values, and attitudes that underpin democratic culture, but also fosters agency and active participation, and cultivates a critical mindset that enables students to promote gender equality, thereby enhancing social justice, protecting human rights, and embracing diversity. Gender equality has long been embedded in the global agenda which considers educational institutions crucial in combating gender discrimination, bias, stereotypes, and gender-based violence. Global Citizenship Education supports gender equality through the development of knowledge, values, skills, and attitudes that promote the universality and indivisibility of human rights. Young people can critically examine and challenge gendered ideologies and attitudes that create and sustain gender-based discrimination and stereotyping. Similarly, Gender Transformative Education aims to deliver inclusive and high-quality education to all students, by mobilizing all stakeholders of an education system to transform gender norms, stereotypes, attitudes, and pedagogic practices, raising critical awareness and consciousness of the root causes of gender inequality and oppressive power systems. In line with the above, gender equality is examined within Digital Citizenship Education, which recognizes that these concepts are equally relevant in the digital sphere, as citizenship rights, political and social participation and engagement have taken a new digitized form that makes the world increasingly interconnected and demands greater awareness and responsibility. Gender equality and gender justice—as central democratic concepts—are intertwined with social justice, cohesion and political, economic, and environmental sustainable development, as well as with global peace and prosperity. The chapter concludes with indicative proposals for pedagogical intervention activities.