From Plans to Practice: Transformative Gender‐in‐Teaching Training Programs Through GEPs in Higher Education

• Mas de Les Valls, Elisabet ^[1] ; Peña, Marta ^[2] ; Lusa Garcia, Amaia ^[3] ; Baltà-Salvador, Rosó ^[4]
  1. [1] Heat Engines Department, Universitat Politècnica de Catalunya–BarcelonaTech, Spain
  2. [2] Department of Mathematics, Universitat Politècnica de Catalunya–BarcelonaTech, Spain / IOC Research Institute, Universitat Politècnica de Catalunya–BarcelonaTech, Spain
  3. [3] IOC Research Institute, Universitat Politècnica de Catalunya–BarcelonaTech, Spain / Management Department, Universitat Politècnica de Catalunya–BarcelonaTech, Spain
  4. [4] Department of Graphic and Design Engineering, Universitat Politècnica de Catalunya–BarcelonaTech, Spain

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• Localización: Social Inclusion, ISSN-e 2183-2803, Vol. 13, 2025
• Idioma: inglés
• DOI: 10.17645/si.9969
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• Resumen

  • Universities play a crucial role in advancing gender equality by implementing gender equality plans (GEPs). A key element of these plans is gender‐in‐teaching training for educators, which equips them to integrate gender dimensions into their subjects. This initiative benefits students by challenging entrenched gender norms and stereotypes and fostering more inclusive and humanized learning experiences. Particularly in STEM disciplines (science, technology, engineering, and mathematics), such training is essential in promoting equal opportunities and dismantling biases. To determine effective approaches for designing these transformative programs, action research was conducted across seven online training programs involving over 140 educators from seven Spanish universities. The research identified best practices and challenges educators face when integrating gender perspectives into teaching, along with strategies to overcome these barriers. Effective solutions included defining gender‐related activities tailored to individual subjects and providing ongoing, personalized support to educators. The findings emphasize that sustained support through well‐structured, online gender‐in‐teaching programs is vital for authentic curriculum transformation. Personalized content and collaborative approaches enable educators to critically reflect on their teaching practices and implement meaningful changes. These initiatives not only enhance gender sensitivity in education but also contribute to broader societal transformation towards gender equality. This research offers practical insights for institutions looking to bridge policy and practice through GEPs, ensuring lasting impact in higher education and fostering equitable, inclusive learning environments.