INTRODUCTION:
Over recent decades, different educational interventions have been developed within nursing education to address sexual and gender diversity. However, their implementation remains uneven and marked by institutional, curricular, and pedagogical challenges )1,2).

OBJECTIVE:
To map the barriers and facilitators reported in the literature regarding the teaching of sexual and gender diversity in undergraduate nursing programs.

METHODS:
This literature review was conducted across the scientific databases CINAHL, PubMed, ERIC, Scopus, LILACS, and Web of Science Core Collection, as well as gray literature, with no temporal or language restrictions. Data extraction was performed using a structured instrument, focusing on barriers and facilitators related to curricular organization, institutional context, pedagogical strategies, and faculty training. The findings were analyzed descriptively.

RESULTS:
A total of 32 documents were identified, most of them published in 2023 and conducted in the United States of America. The main facilitators included institutional support, the existence of inclusive curricular guidelines, the use of active learning methodologies, the creation of safe learning environments that promote dialogue and critical reflection, faculty engagement, and interdisciplinary collaboration. The most recurrent barriers were the insufficient inclusion of prior content on sexual and gender diversity, faculty insecurity or lack of preparedness, curricular overload, limited time, and resistance of a cultural, ideological, or institutional nature.

CONCLUSIONS:
Structural and educational barriers persist that hinder the integration of sexual and gender diversity education in nursing programs. Overcoming these challenges requires institutional commitment, investment in faculty development, and the integration of this topic as a core component of health professional education, aligned with the principles of equity and social justice.