Digital Learning Resources

The RoboGirls project introduces a gamified career choice simulator aimed at inspiring girls aged 9-17 to explore STEM professions. Through problem-based learning scenarios, it encourages interest in Computer Engineering, Applied Mathematics, Electronic Engineering, Environmental Engineering, and Digital Designing, fostering gender equality and innovative learning.

W-STEM project, will measure the gender equality in enrolment and retention rates in STEM programs.Implement Universities’ policies, strategies and organizational mechanisms for improving attraction, access and guidance at undergraduate levels in STEM programs.
Promote STEM studies vocation and choice in girls and young women in secondary schools as well as guidance in the first year of the STEM program.Develop an online training package for Higher Education Institutions to implement effective strategies to enhance attraction, access and guidance of Women in STEM programs.

Project is designing and disseminating a reference framework for strengthening and assessing women STEM students’ Art Thinking capacity. This will allow both students and educational organizations (universities and informal education centers) to gain awareness of the skills they need to enhance in order to complement their curricula according to a STEAM approach.

The Variables for Women’s Success in Engineering and Computing.                                                                                                                                                                                                                        

In scientific areas, women’s educational gains have been less dramatic, and their progress in the workplace still slower. This study tackles this puzzling question and presents a picture of what we know—and what is still to be understood—about girls and women in scientific fields.

This paper gives an overview of women’s participation within STEM (Science, Technology, Engineering and, Maths) in the European Union. It will discuss the barriers to such participation, current EU policies and provide further recommendations for closing the gender gap.

Lorena Fernández Álvarez (@loretahur). Director of the Digital Identity department at the University of Deusto (Spain). Member of the European Commission’s Expert Group to Update and Expand “Gendered Innovations”.

Dr Sarah Gallacher is Co-Founder and Engineering Lead at REACH Round 2 winner Urban Data Collective, a company based in London, UK. She is a great example of a woman at the forefront of a predominantly male-led ecosystem. Sarah talks about her journey in STEM, the challenges she has faced throughout the years and what it is like being a female leader.

Mapping the gender job gap in AI – Policy Briefing – Full report.

This policy briefing from The Alan Turing Institute’s Women in Data Science and AI project maps women’s participation in data science and AI in the UK and other countries.

2023 Report.                                                                                                                                                                                                                                                                                                                                                                                                                                         

This report was prepared by staff in the OECD Directorate for Science, Technology and Innovation (STI), with contributions from the Directorate for Education and Skills (EDU) and the Directorate for Employment, Labour and Social Affairs (ELS) of the OECD.

Not only does family type determine the overall time that women and men spend caring for their children, grandchildren, older people or people with disabilities, it also impacts gender inequalities in caring.

Why is it that in all EU countries the percentage of female students graduating in architecture is (much) higher than that of women actually working as architects? The Erasmus+ project YWP! explores this question by creating legal, historical, social country profiles and correlating them with career tracking data of over 900 architects.

Even if employment rates for women have risen, they are still lagging behind those of men. Women work more part time, are paid less and often still carry out the bulk of private domestic and care responsibilities. EC takes gender equality very seriously and provides an overview of policies and information on labour market situation, gender pay gap, work-life balance, care responsiblities and the Care Strategy, gender segregation, stereotypes etc.

In Europe, there is a tendency to assume that in liberal societies with a high sense of equality (e.g. the Scandinavian countries) there is automatically approximate gender equality in the world of work, including STEM professions. However, this is apparently not the case. This clip shows how paradoxical the data is and how difficult it is to find answers and solutions.

Besides some basic data on the causes of the gender gap in STEM and that we all have a part in it, 5 actions are presented on how to counteract it: 1) Look for and celebrate female role models, 2) Provide practial experience, 3) Be an active mentor, 4) Show the real-life connection, 5) Foster confidence in STEM subjects. The important message is that everyone is part of the problem but can also be part of the solution.

The clip refers to the argument that the gender pay gap (women are said to earn around 20-25% less than men) does not actually exist or is not particularly large, but is mainly based on bias in data : If you compare women and men with the same education in the same position and with the same number of working hours, the difference is minimal. That may be the case, but the question is why are many more men better educated, in higher positions and able to work more?

Parenthood necessarily increases the scope of unpaid work in households and tends to depress women’s employment rates relative to men’s. This paper examines the relationship between the use of full-time childcare for children under 3 years of age and employment rates for men and women with one, two, or three or more children under 6 years of age in European households. Panel data from a sample of the (then) twenty-eight European Union member states for the 2005–15 period were analyzed. The results indicate that smaller differences between employment rates of men and women with one, two, or three or more children under 6 years of age are associated with greater use of full-time childcare arrangements for children under the age of 3.

 The COVID-pandemic put a spotlight on a central conundrum of modern society: you cannot do your job while simultaneously looking after your child. Whatever you do, in the long run one or the other will suffer: You can park your child in front of the TV so you can do that online meeting (bad educational value!), or you pretend to be present in that meeting while, actually, you are stacking blocks with your child (and you might miss that important part in the meeting for your input!). Yet, during COVID-lockdowns when childcare services and schools were closed and employment moved online for many, scores of parents tried to do exactly that: juggle employment and childcare in their homes, all at once. How did they fare?

Formal childcare is intended as a formal education programme that is institutionalized, intentional and planned through public organizations and recognized private bodies, in line with the formal education definition of ISCED 2011 classification. Other types of childcare might encompass care that is provided by a professional child-minder at the child’s home or at the child-minders’ home, as well as care provided by grandparents, other household members (outside parents), other relatives, friends or neighbours.

The clip shows short examples of how bia can occur in the calculation of the gender pay gap and which social and legal frameworks are behind it.

The Green STEAM Incubator board game develops soft skills like management and time management while enhancing mathematical logic and critical thinking. It uses cards to match categories and teach permaculture principles for a systemic understanding of the earth and consumption.

“STEAMER” Escape Rooms is a resource offering 16 pre-made Escape room packages on STEAM, designed for classroom use. Each package includes scenarios, riddles, challenges, hints, and printable/digital materials.

This handbook provides an overview of different theoretical and practical approaches to STEAM education, including STEM definitions and models, the pillars of STEAM education, and practical tips for tools and learning activities.

A podcast series by STEM Learning to help educators turn the latest research into practice. Available on Spotify, Castbox and Copy RSS.

The aim of this paper published by Microsoft, UN Women, ITU and UNESCO in 2013 is to address the underrepresentation of girls in STEM and ICT careers, proposing a comprehensive strategy to overcome obstacles, promote gender equality, and encourage their participation in these fields.

EngineerGirl is a website launched in 2001 that highlights engineering opportunities for girls and women. It underscores diversity’s role in innovation, with engineering at its core. Involving women enriches creativity and fosters innovation for a better future in health, happiness, and safety.

Physics Girl, led by Dianna Cowern, offers engaging YouTube videos that explore the physical sciences. Dianna, a STEM role model, makes science accessible and inclusive, particularly for girls and minorities. With a physics degree from MIT and a Forbes 30 under 30 recognition, she encourages everyone to embrace science. The channel covers experiments, puzzles, and space exploration.

An activity pack designed to engage parents and children in exploring the relevance of science and maths in future careers and everyday life. The pack includes various activities and encourages parents to support their children’s STEM journey through the Future Morph website.

This paper discusses gender disparities in Australian STEM education and the underrepresentation of women in STEM fields. It explores the potential of STEAM (Science, Technology, Engineering, Art, and Mathematics) education to engage more girls in STEM. The research evaluates the impact of the Australian Government-funded STEAMpunk Girls Program, which enhances high school girls’ confidence and motivation in STEM through project-based learning and design thinking.

The guide, “Linking Careers to the STEM Curriculum,” serves as a valuable resource for educators in science, technology, engineering, and mathematics (STEM) fields. It offers practical insights, long-term strategies, and recommended resources for bridging the gap between STEM education and real-world careers. With this guide, you can inspire students, integrate career-related content into lessons, engage in meaningful partnerships with STEM employers, and measure the impact of STEM career learning, all while aligning with the Gatsby Careers Benchmarks.

Systematic literature review of existing STEAM initiatives.

The main purpose of this study is to better understand the STEAM instructional programs and student learning offered by nonprofit organizations and by publicly funded schools in Ontario, Canada.

Defining STEAM and a Handbook on STEAM approaches.

Focus on this domain of educational practice. Starting from an outline of the global policy context, this article will discuss STEAM as a boundary object, emerging at the intersection between multiple stakeholders, theoretical frames, and practices operating within an unequal landscape.

To disentangle the variations of STEAM by critically analyzing the concept due to a broader understanding; – Articulating a typology of STEAM rhetorics; – Focus on the arts into the existing STEM.