Teaching with a gender perspective helps to identify potential gender imbalances in the works studied and assess to what extent the learning environment, teaching methodologies, and evaluation strategies are inclusive and responsive to the inherent diversity of students. In parallel, higher education must ensure the development of critical thinking and the transmission of democratic values among citizens. However, while gender studies have been present in university research for decades, their generalization in teaching remains limited. Hence, we consider it essential to incorporate gender considerations into teaching plans and classroom practices.
This study is part of an educational innovation project that promotes engaged learning and assess students’ perceptions of the initiative. Specifically, this contribution presents the design and initial implementation of a project aimed at integrating a gender perspective into university teaching. The project involves three undergraduate and graduate-level courses in the fields of Finance, Business, and Teacher Training.
To achieve this, the main objectives include: Designing and adapting teaching materials using inclusive language; Planning classroom practices that foster equality by integrating a gender perspective into teaching; and Analyzing the contribution of a gender perspective to teaching.
The methodology includes in a first phase the review and adaptation of existing teaching content to eliminate androcentric language and biases to guarantee neutral and non-sexist language. Systematically using the masculine form does not always ensure representation, creates ambiguities and misunderstandings, and often renders women invisible. Our language must be egalitarian, free of the sexist stereotypes embedded in our linguistic habits. Afterwards, the incorporation of references and examples featuring women's contributions and the use of disaggregated data by sex. The project also involves the redesign of classroom dynamics to encourage participatory, inclusive, and critical learning experiences.
In a second methodological phase, a mixed-method approach will be adopted to evaluate students' perceptions of these innovations, using open-ended feedback and surveys. Thus, a final survey is administered to evaluate the impact of the implementation, based on the views of the participating students and in comparison, with groups where this perspective has not been integrated. In this sense, although data collection is scheduled for a later stage (course completed), the expected results include increased student awareness of gender issues, improved classroom inclusivity, and enhanced motivation and engagement.
In conclusion, this proposal is relevant as it contributes to bridging the gap between research on gender and everyday teaching practice in higher education. Once gender-inclusive teaching is implemented, future research will focus on studying students' perceptions following this integration to understand how they receive it. This will help answer questions such as: Does incorporating a gender perspective into university teaching influence students? Specifically, in terms of their intrinsic motivation, interactivity, active learning, engagement, skill development, and satisfaction. What are the main effects of gender-sensitive teaching compared to teaching without this perspective, from the students' point of view? Are there differences in the main effects across gender groups?

Keywords: Gender, Higher Education, equality.