This study by using work integrated learning (WIL) and situated learning theory as theoretical lenses, aims to find out how teachers utilize various activities and create different learning situations to enhance mutual understanding and cooperation among students of different genders, thereby acquiring and transforming new knowledge about gender equality promotion in practice. Kunskapsförbundet Väst serves as the focal point of the research. Data were gathered from immigrants learning Swedish and teachers involved in Swedish language instruction through focus group interviews and individual interviews, as well as observation and internship logbook.

The analysis, grounded in situated learning theory and WIL theory, revealed some challenges faced by teachers in adult education, including students' limited grasp of gender equality and the complexities arising from diverse cultural backgrounds. To address these barriers, teachers organize activities on different topics to promote communication and collaboration among students, thus creating a contextual learning situation.

However, the study identified deficiencies in teachers' theoretical knowledge and professional training that hampered their ability to effectively promote gender equality initiatives. Recommendations therefore include strengthening training on gender equality promotion and improving teacher welfare and working conditions to increase teacher motivation and responsibility.