The perception of teachers and students involved in educational innovation projects of the University of Valencia that address the inclusion of the gender perspective in university teaching

Abstract

The aim of this article is to offer the perception on the incorporation of the gender perspective in university teaching students and professors of different degrees and masters of the Universitat de València, in the branch of social sciences. From ex post facto research and through a descriptive-exploratory survey methodology, a complementary analysis strategy is carried out, allowing to obtain an overview of the educational scenario resulted from the integration (discussion group and assessment scale) of different perceptual-cognitive conceptions. Sixteen teachers and 341 students from different disciplines were involved in the study. Concerning the findings of interest, it is highlighted the imperative need for university institutions to give priority to teacher training in order to incorporate the gender perspective in the evaluation of student learning. In conclusion, according to university normative and current social and professional frameworks, it is necessary to implement inclusive teaching programs and to train students and teachers in a gender perspective, to generate transformative teaching that guarantees attention to diversity and does not continue to reproduce the culture of inequality and the existing hierarchy in academic and professional contexts.