Mainstreaming of Gender Perspective in Undergraduate Curriculum and Teaching Development (2019-2024)

Abstract

This study addresses the mainstreaming of gender perspective in the undergraduate curriculum and teaching development at the Universidad Diego Portales between 2019 and 2024 mixed-methods approach, curricula and teaching practices were analyzed, through document analysis, text mining, edumetric surveys, and field notes. The research highlights the importance of transversal disciplinary incorporation of GPs throughout the formative cycles to avoid perpetuating androcentric disciplines. Challenges include the harmonization of curricular products, monitoring of implementation, and continuous teacher training. Collaboration between units specializing in gender(s) and curriculum is crucial for systematic institutional efforts. The study emphasizes the importance of researching the implementation and evaluation of gender equality policies in higher education to bridge the gap between aspirations and real practice.