This article presents a pedagogical experience carried out in a university course on Spanish Baroque theater within the Spanish major at California State University, Bakersfield, focused on the historical figures of La Baltasara and La Calderona. The proposal integrates literary, cultural, and gender-related content with the development of linguistic and reflective competence, paying special attention to affective, socioemotional, and psychological-aptitudinal factors. Through thinking routines, online creative activities, and comparative analyses, students explored topics such as female individuality, personal expression, and the power structures that shape identity. In alignment with the Sustainable Development Goals (SDGs 5, 4, and 10) and global competence, the experience made it possible to bring visibility to historically silenced female trajectories, foster empathy, critical thinking, and personal agency, and promote a more inclusive approach to language education—one that is connected to students’ social realities and oriented toward strengthening their identity and sense of agency.
