Project-based learning, hands-on technology, and creative experimentation are often seen as key to attracting more young people to ICT. However, does this approach work equally well for everyone? Research presented at the international ICSES conference suggests the answer is more complex than it appears.
The study examined the learning experiences of first-year informatics students using Arduino, a platform widely regarded as accessible, creative, and learner-friendly. Students worked in teams on practical technology projects, developing technical skills while learning to collaborate, solve problems, and connect hardware, software, and real-world applications. From an educational perspective, the outcomes were positive for all participants.
However, when students reflected on their own learning experiences, clear gender differences emerged. Female students more often reported feelings of frustration, lower confidence when working with hardware, and a tendency to underestimate their contributions to teamwork. Importantly, the study does not indicate differences in ability. Instead, it highlights the persistent influence of gender stereotypes, prior experiences, and lower self-confidence in technical contexts.
These findings speak directly to the mission of HER TECH. Technology alone does not close the gender gap in ICT. What truly matters is how technology is introduced, taught, and experienced. Well-designed learning environments – with teamwork, role rotation, mentoring support, and opportunities to experiment without fear of failure – can significantly shape how women perceive their place in technology.
Research like this reinforces why HER TECH focuses not only on developing digital skills, but also on transforming learning cultures, strengthening motivation, and addressing the invisible barriers that continue to discourage many women from pursuing and remaining in ICT careers.
