<p>This study focuses on women’s integration in the military through sports, and particularly coed sports in the Hellenic Military Higher Education Institutions: 1) the Hellenic Army Academy, 2) the Hellenic Military Academy of Corps Officers, 3) the Hellenic Military Nursing Academy, 4) the Hellenic Naval Academy, and 5) the Hellenic Air Force Academy. We argue that coed sports (mixed-gender teams) can be used as an integration tool in military institutions, although research on this topic is scarce. Our study begins with a literature review on gender, the military, and sport combining a qualitative and quantitative approach to facilitate a better understanding of how women and men navigate and perceive the meaning of their mixed-gender military sport experience in the Hellenic Military Higher Education Institutions. Initially, twelve Greek women, active officers in the Armed Forces, took part in a series of semi-structured interviews. The twelve women, all high-ranking military officers today—between the ages of 25 to 49—were randomly chosen. Subsequently, a total of 120 active officers of both genders responded to the Greek version of the "Group Environment Questionnaire" (Angelonidis, 1995). From a total of 18 questions, nine were selected to examine gender integration through sport. The main research question is whether sport in the five military higher education academies/schools in Greece contributes to gender integration as perceived and understood by the 120 participants (female and male officers). The findings showed that integration is a process involving non-isolation, meaning acceptance of the gender subject (the officer cadet/military student) regardless of his/her gender into the team, as opposed to his/her exclusion, and as a result the union-unity-acceptance in a sport team of all the subjects (officer cadets of both genders). According to the results of the analysis, there is a statistically significant interaction between the variables 'joint participation of men and women in sports' and the 'integration of women' in the five Hellenic Military Higher Education Institutions. The results of this study indicate that mixed-gender military sport programs serve as a means for gender integration, unity, and cohesion. Other than strengthening physical capacity, fitness and performance, the findings confirm that coed military sport activities could prevent sexism; eliminate or reduce gender harassment, discrimination, and stereotypes; strengthen interpersonal communication/relationships and teamwork; reinforce team and social cohesion, unity, and cooperation skills.</p><p> </p><p>&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0765/a.php" alt="Hit counter" /&gt;&lt;/p&gt;</p>

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In Greece, sport as a tool for the promotion of gender integration and social justice has been included in the upcoming National Action Plan for Gender Equality (NAPGE) for 2021-2025 by the General Secretariat for Demography and Family Policy and Gender Equality of the Ministry of Labor and Social Affairs. The social space of sport is also included in the currently in effect NAPGE, formulated for 2016-2020 by the General Secretariat for Gender Equality (GSGE) of the Ministry of the Interior. This article begins with a presentation of the upcoming-updated NAPGE 2021-2025 and subsequently examines NAPGE 2016-2020 which is currently in effect. The purpose of this study is to investigate whether the strategic goals of the NAPGE are being implemented in the Hellenic Military Higher Education Institutions and specifically in their academic curricula and programs, focusing on coed sport activities. A strategic goal of the NAPGE 2016-2020, as in the one to follow for 2021-2025, is to promote equality in education, culture, sport, and the media. To eliminate gender inequalities the NAPGE, presently in effect in Greek society, sets six strategic goals, and incorporates the gender dimension in all social, political, educational and sports bodies. Following European Commission guidelines, the NAPGE priority areas focus on promoting health; eliminating gender-based violence; supporting equality in education, training, culture, sport, and the media; promoting social integration and equality. As regards education, the main objectives include eliminating gender stereotypes and all forms of discrimination. Research shows that women's sport participation challenges gender stereotypes. Subsequently, women’s integration and gender equality in the military is discussed, using the curricula and sport programs at the five military schools/academies along with the interview data from our previous study with twelve active-duty female officers, former cadets at these five institutions. Our findings indicate that the gender dimension is taken into account: the NAPGE is being implemented, to a certain extent. Our results show that coed sport activities and team sports cultivate acceptance, cohesion, teamwork, and collaborations, leading to women’s integration and inclusion, in addition to a healthier and more productive military environment and culture. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0876/a.php" alt="Hit counter" /></p>