A first snapshot from an ongoing literature review in Sweden, Finland, Germany, Ireland, Belgium, Italy and Croatia points to a shared pattern: when it comes to girls and ICT, the central challenge is not to create interest from scratch, but to keep existing interest alive and supported over time.
The review focuses on research about teaching methods that seek to engage girls in ICT and Computer Science, from early primary school through to higher education. Although the work is still in progress, some early themes are already clear.
1. Early Motivation: Interest Exists, but Needs Protection
Studies from Nordic countries, particularly Finland, show that many young children – including girls – start school with high interest in science and a relatively strong belief in their own abilities. Longitudinal research grounded in Expectancy–Value Theory indicates that pupils in the first years of school report high intrinsic value in science: they enjoy it and consider it meaningful. Their sense of competence in science is relatively stable over time and is associated with a lower perception of effort and exhaustion. Already by the second grade, this early enjoyment is linked to STEM-related occupational aspirations.
From a gender perspective, these findings point to the early primary years as a critical window. Girls’ motivation is present, yet vulnerable. Stereotypes, classroom dynamics and assessment practices introduced later can gradually erode their confidence. Teaching methods in this phase therefore need to actively affirm girls’ competence, curiosity and sense of belonging, rather than waiting to intervene once disengagement becomes visible.
2. Creative and Arts-Based Approaches
In several of the countries reviewed, initiatives have experimented with creative, arts-based approaches to make ICT more meaningful for girls. One example is a Creative Coding programme for girls aged 10–15 that combines programming with music performance. The intention is to challenge the image of coding as abstract and distant, and instead to present it as something expressive and closely linked to everyday cultural practices. Evaluations report increased interest and confidence in coding and a stronger sense of agency and creativity in relation to technology.
At the same time, the programme struggled with a high dropout rate in its early phases, with about half of the participants leaving. The literature describes this as a “wicked problem”, influenced by weak social bonding in the group, unclear expectations and the perception of a demanding, fast-paced learning environment. This combination of positive outcomes and high dropout underlines that content innovation is not sufficient on its own. Initiatives aimed at girls need to attend just as carefully to relationships, clarity, pacing and emotional safety as they do to the technical curriculum.
3. Active Learning in Computer Science
Across upper primary, secondary and higher education, the literature strongly supports active learning methods in Computer Science. Problem- and project-based approaches, flipped classroom models and various forms of gamified learning are frequently associated with better understanding of core concepts, improved academic performance and richer opportunities for interaction.
In problem- and project-based settings, students work on extended tasks and real-world problems, often in teams. They are encouraged to connect ICT to themes they care about, whether social issues, artistic expression or local challenges. Flipped classroom designs shift basic explanations to videos or readings outside lesson time and use the classroom for discussion, practice and collaboration. Gamification and serious games introduce elements such as challenges, levels and narratives to support engagement and cooperative work.
The effectiveness of these approaches is not automatic. The studies emphasise that their impact depends on assessment systems, classroom norms and institutional expectations. When these wider conditions are supportive, active learning methods appear to open up more diverse ways of participating in Computer Science and can help counter a narrow focus on speed and individual competition.
4. From Fixing Individuals to Transforming Conditions
Taken together, the first results from Sweden, Finland, Germany, Ireland, Belgium, Italy and Croatia point to a gradual shift in perspective. Rather than asking how to “fix” girls’ supposed lack of interest or confidence, the focus moves towards changing the conditions of teaching and institutions so that the interest that is already present can be maintained and developed.
Four interconnected ideas are beginning to structure this emerging picture: Access to repeated and meaningful encounters with ICT, Belonging in learning spaces where girls feel they fit, Recognition of different ways of contributing and learning, and Progression through consistent support over time. These early insights are preliminary. A more in-depth, comparative analysis of teaching methods and national contexts will follow as the review continues.
