This paper examines the incorporation of gender perspectives and sexual diversity into Library and Information Science (LIS) curricula, from a global perspective, addressing the broader themes of social justice, equity, and inclusion in education. Drawing on critical and feminist pedagogical theories, this study challenges conventional educational models and advocates for a more transformative learning experience. A content analysis of course syllabi from 50 top-ranked universities in the field was undertaken, focusing on how gender and sexual diversity are introduced in course objectives, content, evaluation methods, teaching strategies, and learning resources. The results reveal that while some progress has been made, mandatory courses addressing diversity, particularly in the areas of gender and sexual orientation, remain limited in LIS programs. Successful courses, identified in our research, emphasized intersectionality, student-led learning, and the critical examination of power structures within information systems. Despite growing awareness, gaps in the curriculum highlight the need for a more systemic integration of feminist and queer perspectives to foster inclusive educational environments. The findings suggest that LIS educators must continually revise and update curricula to reflect the diversity of their student bodies, incorporating reflective practices and promoting equitable access to knowledge. The implications for LIS educators emphasize the need for proactive efforts in integrating gender and diversity themes to prepare future professionals for addressing systemic inequalities. In conclusion, enhancing overall teaching quality through the integration of gender and diversity themes is crucial for preparing future professionals to address systemic inequalities.
Ferrán-Ferrer et al. (Fri,) studied this question.