Across Europe, the underrepresentation of girls in ICT and STEM fields remains a structural challenge. As part of the HER TECH research, project partners are conducting in-depth interviews with educators to gather qualitative insights into their experiences and the challenges they face in engaging female students in ICT. The collected data will be analysed to identify common patterns, as well as innovative practices, which will inform the development of a new evidence-based teaching framework.
In Belgium, we had the opportunity to interview CodeNPlay, an organisation established in 2017 with the aim of providing digital education to all children and focus on the early integration of computational thinking and coding into formal education, particularly at pre-primary and primary levels. This approach is grounded in the assumption, supported by research, that early exposure is critical in shaping attitudes towards STEM before gender stereotypes become internalised.
The initiative does not rely on gender segregated interventions. Instead, it adopts a universal design approach, embedding inclusion within pedagogical content and delivery. Teaching materials are developed to be gender neutral and are externally validated for bias, while the presence of female instructors functions as an implicit mechanism for role modelling. This aligns with evidence highlighting the importance of representation in influencing girls’ self-efficacy in STEM domains.
From a pedagogical perspective, CodeNPlay employs experiential and constructivist learning methods. Activities are designed to be hands-on, iterative, and problem-oriented, encouraging experimentation and normalising error as part of the learning process. The use of both unplugged and technology-based activities reduces cognitive and technical barriers, thereby supporting accessibility and engagement across diverse learner groups.
A central component of the model is teacher capacity building. Through co teaching and sustained support programmes, the initiative addresses a well-documented barrier in digital education: low teacher confidence and preparedness. By strengthening teachers’ competences, the model enhances the sustainability and scalability of inclusive practices within the school system.
For the HER TECH project, this case highlights several key factors associated with increased female participation in ICT: early intervention, inclusive pedagogical design, exposure to role models, and institutional support through teacher training. These elements contribute to creating learning environments in which girls are more likely to engage with, persist in, and potentially pursue pathways in STEM.
Find out more about this case study from Belgium: https://codenplay.be/fr/
