Embedding Gender Perspectives in Information Science Education: Barriers, Opportunities, and Pathways for Change —White Paper

Abstract

This white paper presents the findings of a cross-national survey conducted across seven European universities within the GEDIS project. The study explores the barriers and opportunities perceived by teaching staff when integrating gender perspectives into Information Science education. Results highlight a persistent lack of training opportunities as the most pressing obstacle, alongside challenges such as limited institutional recognition, scarce resources, and difficulties in balancing authorship within disciplinary bibliographies. Cultural and procedural issues, including restrictive strategies and the considerable time required for meaningful integration, were also reported. Based on these findings, the white paper outlines pathways for change, emphasising the need for institutional support, capacity-building, and inclusive curricular practices. The recommendations are designed to inform higher education institutions, policymakers, and academic networks seeking to mainstream gender perspectives in teaching and learning.