212 Journal of Higher Education Theory and Practice Vol. 22(10) 2022 Gender Inequalities in University Teaching Practice: An Innovative Project at the University of the Basque Country Mila Amurrio Velez University of the Basque Country/Euskal Herriko Unibertsitatea Ane Larrinaga Rentería University of the Basque Country/Euskal Herriko Unibertsitatea Andere Ormazabal Gastón University of the Basque Country/Euskal Herriko Unibertsitatea Igor Ahedo Gurrutxaga University of the Basque Country/Euskal Herriko Unibertsitatea Feminist research on gender inequalities in academia has demonstrated the need for policies in universities and scientific institutions to be oriented towards institutional and cultural change in order to promote gender equality. It has also highlighted the role of women’s representative groups and the strategies and lines of action that organizations for equality develop through equality plans. This article describes the training experience carried out with teaching staff of the UPV/EHU, as a result of the Educational Innovation project aimed at incorporating the gender perspective in university teaching. This action is included in the Training axis of the III Equality Plan of our university. The participating professors have expressed the great value and their willingness to implement the gender perspective in all those activities that are included in the teaching practice in a reflexive way to achieve more democratic educational spaces in higher education. Keywords: gender perspective, educational innovation, higher education, participatory action research (PAR), University of the Basque Country (UPV/EHU) INTRODUCTION In recent decades, European countries have carried out important reforms in higher education institutions under the influence of the New Public Management, introducing corporate management strategies - with mechanisms of transparency, evaluation of productivity and quality - both in the areas of knowledge and in the departments and chairs of universities and research institutions. The new mechanisms are overlapped with the previous systems of academic excellence and meritocracy, which govern the functioning of university and scientific institutions (Castaño, 2016). In this context of reforms aimed at the