| Sumario: | Background: Evidence on effective teaching methods to promote gender awareness in nursing education remains limited. Purpose: To compare the effectiveness of lecture-based learning (LBL), guided university debate (GUD), and problem-based learning (PBL) on gender-related competencies among undergraduate nursing students. Methods: A quasi-experimental pre–post study involved first-year nursing students across 3 academic years, each receiving LBL (2021-2022), GUD (2022-2023), or PBL (2023-2024). Outcomes included gender knowledge, sensitivity, role ideology, and pain legitimation, measured at baseline, postintervention, and 6-month follow-up using validated scales. Results: GUD and PBL significantly improved gender knowledge compared to LBL, with effects sustained at 6 months. PBL showed a short-term increase in gender sensitivity, while GUD's improvements were more pronounced over time. No significant differences were found for gender role ideology or pain legitimation. Conclusions: Active methodologies, particularly GUD and PBL, are more effective than LBL for enhancing gender competence in nursing education.
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