The comprehensive approach or mainstreaming of the gender perspective in research and university teaching refers to the analysis of the way in which research is designed, as well as the teaching-learning process of the subjects in order to plan actions aimed at omitting possible gender bias in each of its elements and dimensions. Its inclusion allows, among other things: to reflect critically on gender relations and stimulate critical thinking; rethink research and teaching practices; increase scientific and teaching quality; increase the social relevance of scientific production and transmission of knowledge; delve into social needs and respond to the growing requirements of funding institutions and scientific journals.<\/p>\n