In classroom and virtual sessions, the principle of democratic debate will be upheld by actively listening to, and respecting, the diversity of opinions expressed by both students and teaching staff on the topics discussed.

Students are encouraged to incorporate some of the following issues related to gender equality in their studies and work:

a) Use of inclusive language.
b) Identification and analysis of sexist biases in resources, media and speech, etc.
c) Adaptation of APA standards to include authors' personal names, and to aim for parity in the bibliography.
f) Analisys of the role women have played, past and present, in the contribution to knowledge.
d) Exposure to models for non-hegemonic masculinities.
e) Reflection on gender roles and stereotypes associated with sex and sexual orientation, as well as the inclusive organization of classroom interaction.
g) Use of feminist methodologies based on cooperative/collaborative learning and care pedagogies in order to promote gender equality.
h) Efforts to identify, reject and modify prejudices and sexist attitudes in the learning environment, and promote the values of respect and equality.
i) Consultation of web pages, organizations and key documents such as these:
-The Breaking Rules project, from the Faculty of Education Sciences (UDC): https://rompendoregras.wordpress.com/
-The Office for Gender Equality (OIX - UDC): https://www.udc.es/es/oficinaigualdade/

Students are also encouraged to incorporate some of the following issues related to environmental sustainability in their studies and work:

1. When submitting paper documents: please avoid draft printing; use recycled paper; print on both sides of the sheets of paper; and do not use plastics or additional folders.
2.- Put into practice the sustainable use of resources and the prevention of negative impacts on the natural environment.
3.- Consider the importance of ethical principles related to sustainability in personal and professional interactions.

We must all facilitate the full inclusion and integration of students who, for physical, sensory, cognitive, psychological or socio-cultural reasons, experience difficulties in accessing appropriate, equal and fulfilling participation in the university social and physical environment.