This study analyses gender and diversity integration in teaching plans from eight European universities involved in an Erasmus+ project on Information Science education. The research addresses the growing call for higher education institutions to promote equality, diversity, and inclusion within curricula, ensuring that future professionals are equipped with the awareness and competencies needed to foster equitable information environments. A total of 490 teaching plans were systematically reviewed using a structured rubric assessing seven dimensions: gender-sensitive policies, inclusive objectives and competences, gender-responsive methodologies, fair and inclusive assessment strategies, inclusive language, representation of women in recommended references, and explicit mention of ethical aspects linked to gender and diversity.

Findings reveal that gender and diversity integration remains limited and uneven across institutions. The vast majority of teaching plans scored zero on a composite Gender Inclusivity Index, indicating the absence of substantive inclusive elements. Inclusive and non-sexist language was the most widely adopted practice, explicitly mentioned in approximately 46 % of plans, whereas other dimensions — such as inclusive objectives, methodologies, and evaluation strategies — appeared in fewer than 4 % of plans. Citation practices also showed gender imbalance, with only one-third of cited authors being women, and no significant correlation between this proportion and the overall inclusivity score.

Institutional disparities were pronounced: universities in Zadar, Sarajevo, TH Köln, and Villach exhibited higher mean inclusivity scores and greater variability, suggesting pockets of good practice and institutional awareness, while Hildesheim, Opava, and Barcelona consistently scored at or near zero. Correlation analyses highlighted a strong association between the declared use of inclusive language and broader curricular inclusivity, suggesting its potential as an institutional indicator of commitment to inclusion. In contrast, the negligible association between citation practices and inclusivity points to the need for greater consciousness in selecting and diversifying academic sources.

These findings underscore the fragmented and inconsistent approaches to gender and diversity in Information Science education and highlight the need for coordinated institutional policies, systematic monitoring, and targeted faculty development programmes. Embedding gender and diversity more effectively into teaching plans is essential not only for addressing structural inequalities but also for improving the quality and relevance of higher education in a rapidly evolving, multicultural, and inclusive information society.

Keywords: Gender equality, diversity, inclusive curriculum, teaching plans, higher education, institutional disparities, Information Science education, GEDIS project.