Towards a More Inclusive Art History: Gender Studies and Collaborative Learning in University Didactic Innovation

Abstract

This article presents the results of a teaching innovation project that integrates a gender perspective into the university-level instruction of Art History. The objective was to bring visibility to female figures between the 15^th and 18^th centuries (artists, patrons, collectors, and other women of the Hispanic world) to contribute to a more inclusive historiography. Furthermore, the project addressed the Sustainable Development Goals (SDG 4 and 5) and employed active strategies such as participatory action research (PAR), collaborative project-based learning (CPBL), and peer assessment. These methodologies led to greater student involvement in the teaching-learning process and a genuine commitment to gender awareness.