Transversal education for affective-sexual, bodily and gender inclusion and diversity: a teaching innovation project

Abstract

Through collaborative efforts, a teaching innovation project within the university curriculum was successfully developed. This article presents the subsequent comparative study of attitudes and knowledge about affective-sexual, bodily and gender diversity before and after its implementation.. The study also assessed the level of fulfilment of the objectives of the project and satisfaction with activities related to the acquisition of interdisciplinary competences and the promotion of values related to affective-sexual, bodily and gender diversity, equity, co-education, attention to diversity and gender equality. The project involved 2400 students, mostly from the Faculties of Psychology and Educational Sciences. A cross-sectional non-experimental research design was employed, with convenience sampling of participants. The results show an increase in competencies related to diversity, including the elimination of certain stereotypes and the development of empathy. Professional entities and associations from outside the university were also contacted in order to examine ways to improve inclusion and gender equality in other environments. This extension of the project revealed the need for a Women’s Observatory in rural areas, which was created to promote employment and entrepreneurial skills for women and disadvantaged groups as a way of improving their inclusion, attention to diversity and the promotion of gender equality.