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The Transforming Education Summit was convened in response to a global crisis in education – one of equity and inclusion, quality and relevance. The Summit took place during the 77th session of the UN General Assembly and was convened by the Secretary-General with the aim to elevate education to the top of the global political agenda and to mobilize action, ambition, solidarity and solutions to recover pandemic-related learning losses and sow the seeds to transform education in a rapidly changing world. The Transforming Education Summit (TES) commitments are an opportunity to expand work on gender equality in and through education, and support Member States to move from access and parity issues to system transformation. This analysis recognizes that countries and their education systems are at different points of development, and this was reflected in the scope of the commitments. Therefore, this analysis looked at whether and to what extent national commitments highlighted gender dimensions throughout, applied a gender lens in terms of intersectional factors of marginalization, and were aspirational towards being gender-transformative. The analysis looked at whether national commitments highlighted the gendered dimensions pertaining to teaching and learning and pedagogy, curricula, teacher professional development, and digital transformation of education. This includes consideration of policy and interventions focused on gender parity across the education system, gender-responsive education sector planning, budgeting and financing, improving access to gender-transformative, safe, quality education access for all, including in humanitarian crisis and conflict settings, and accelerating multi-sectoral approaches to reduce barriers to education of girls, boys and gender diverse children. Commitments were analyzed on whether a gender lens was applied and how gender intersects with factors of marginalization i.e, ethnicity, language, economic and social status, disability, gender and sexual identity and orientation, and the extent to which they are aspirational towards being gender-transformative.