When it comes to getting more girls interested in technology and computer science, we often hear about “the pipeline problem” or wonder whether girls are simply less interested in coding. But new research from the HER TECH project reveals a more nuanced story: it’s not about interest—it’s about how we teach, who gets recognized, and whether students feel they belong.
The Early Years Matter More Than We Think
Evidence suggests early experiences can strongly influence later motivation and aspirations. Young students who feel capable and find meaning in science and technology activities in grades 1-2 are far more likely to develop lasting STEM interests. The key? Teaching methods that support three basic needs: autonomy (having choices), competence (feeling capable), and connection to others.
Interestingly, at this age, overall performance differences between girls and boys are minimal. But task preferences emerge early—boys often gravitate toward technical setup tasks, while girls excel in collaborative and communicative work. The solution isn’t to reinforce these patterns but to ensure all students practice both types of skills.
Secondary School: Where Engagement Gets Complicated
By secondary school, the challenges intensify. Stereotypes, lower confidence, limited hands-on experience, and discouraging classroom dynamics can push girls away from computer science—even when they’re fully capable.
What works? Programs that combine three elements consistently show stronger engagement:
- Real-world relevance: Linking coding to meaningful themes like environmental challenges, health, or social impact
- Supportive communities: Mentoring, visible role models, and collaborative learning environments
- Balanced skill development: Teaching teamwork and communication alongside technical skills
But here’s the catch: even well-intentioned programs can struggle. A creative coding initiative that combined art, music, and programming faced a 50% dropout rate. The culprit? Too fast a pace, unclear objectives, and overwhelming cognitive load. The lesson: attractive topics aren’t enough if the learning design doesn’t provide adequate scaffolding and time for reflection.
Higher Education: Changing the Culture, Not Just the Curriculum
At university level, the patterns shift again. Women often achieve the same grades as men in computer science but report lower confidence in their abilities and fewer career opportunities. In classrooms, women describe feeling less comfortable speaking up, facing dismissive attitudes from male peers, and being pushed into documentation or management roles in group work while men handle the “real” technical tasks.
The most promising interventions focus less on adding special activities and more on changing everyday practices:
- Structured group work with rotating roles to ensure everyone does core technical work
- Teaching methods that encourage equal participation and value all contributions
- Institutional gender equality plans that address bias systematically
- Communities of practice that support reflective teaching
What Transfers Across All Levels
Four principles emerge consistently across primary, secondary, and higher education:
- Recognition matters: Engagement improves when girls’ technical contributions are explicitly valued, not sidelined
- Belonging is critical: Safe spaces to try, fail, and learn—supported by mentors and positive peer communities—counteract stereotype pressure
- Relevance strengthens motivation: Offering multiple, personally meaningful entry points into programming works better than one-size-fits-all approaches
- Context shapes everything: School conditions, socioeconomic background, and institutional structures interact with gender and must be addressed alongside gender-sensitive strategies
Beyond Individual Interest
Perhaps the most important finding is this: girls’ lower participation in tech isn’t about lack of interest. It’s about learning environments that fail to build confidence, classroom cultures that don’t recognize competence, and institutional structures that limit opportunities for meaningful participation.
The good news? We know what works. The challenge now is implementing these evidence-based practices consistently—from primary classrooms to university lecture halls—and creating education systems where all students can see themselves as technologists, innovators, and leaders in the digital future.
Want to Dive Deeper?
This article highlights key findings from the HER TECH literature review, but there’s much more to discover. The full report explores specific interventions like game-based learning, educational robotics, and Arduino projects, along with detailed evidence on what works (and what doesn’t) at each educational stage.
Curious to know more? Download the complete HER TECH Literature Review to access:
- Comprehensive methodology and research framework
- Specific teaching strategies and their effectiveness
- Country-specific insights from across Europe
- Complete bibliography with over 20 research sources
The report is openly available and designed for educators, policymakers, and anyone committed to creating more inclusive tech education.
This article is based on findings from the HER TECH project literature review (D3.1), which synthesized research from Belgium, Croatia, Finland, Germany, Ireland, Italy, and Sweden on effective strategies for engaging girls in ICT and computer science education.
