Special Issue “Pedagogy” │ AsTEN Journal of Teacher Education 2018 30 and Beijing + 5 in New York, 2000 ad now Beijing +20) (World Conferences on Women, n.d.) Countries in turn operationalized these declarations and framework by integrating women’s/ gender issues in their development agenda. The Philippines, for instance, has produced major documents that serve as blueprint for the government to take action in promoting the advancement and empowerment of Filipino women and girls. These documents include the Philippine Development Introduction At present, efforts in gender mainstreaming for empowerment of women and girls have been visible in various sectors including educational institutions. This can be attributed to the hard work of women at the local and national level including conferences and declaration through the agencies of the United Nations (e.g. International Decade for Women, 1985-1995; Nairobi Conference, 1985; Cairo Conference, 1994; Beijing Conference, 1995 Transformative Pedagogy in Women Studies Zenaida Q. Reyes Philippine Normal University Manila, Philippines reyes.zq@pnu.edu.ph Minda C. Valencia Philippine Normal University Manila, Philippines Abstract This is a case study that looked into the pedagogy of transformative education applied to a course in Women Studies in one of the Teacher Education Institutions based in Manila, Philippines. Two sets of cases were included in this study. the frst set were the twenty (20) students who facilitated the action research and the second set were the ffteen (15) women who developed the projects in one of the communities in Manila. It investigated how various action research projects of students in Women Studies were able to develop lifelong learning skills that led to empowerment of women in the community. These lifelong learning skills acquired by women include acquiring new mindset, strength of character, sharing one’s knowledge, having new disposition in life, taking care of one’s body and building self-confdence, patience and resiliency. Lifelong learning skills were not limited to the women in the community. Since students of Women Studies developed action research projects, the process enabled the students to have a deeper understanding of gender issues and women empowerment, self knowledge and application of theories and concepts on Women Studies to real life situation. Keywords: lifelong learning skills, transformative education, and women empowerment