The promotion of gender justice is a critical task for the 21st century. In Agenda 21, adopted by the world leaders at the UN conference for environment and development in 1992, the promotion of global action for women towards sustainable and equitable development was called for (UNCED 1993). In particular, education and educational organisations were urged to rework curricula and educational practices to promote the dissemination to both men and women of gender-relevant knowledge.

At Leuphana University in Northern Germany all first year students take lectures and a project seminar in a module on responsibility that build on the themes of sustainable development and social justice. The paper reports on findings from a project seminar that was designed as a teaching intervention seeking to promote students' gender diversity competence. The seminar was designed according to the principles of research-based learning (Huber 2009). Students designed and carried out an empirical research project that sought to explore the framing of gender issues in and the gender-sensitivity of communication practices in university lectures (Rothmund & Scheele 2004).

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