Article STEM,aNon-PlaceforWomen?Evidencesand TransformativeInitiatives
EvaCernadas 1,2,*,† ,EvaAguayo 2,3,† ,ManuelFernández-Delgado 1 andEncinaCalvo-Iglesias 2,4
1 CentroSingulardeInvestigaciónenTecnoloxíasIntelixentes(CiTIUS),UniversityofSantiagodeCompostela, 15782SantiagodeCompostela,Spain;manuel.fernandez.delgado@usc.es
2 CentroInterdisciplinariodeInvestigaciónsFeministasedeEstudosdeXénero(CIFEX),UniversityofSantiago deCompostela,15782SantiagodeCompostela,Spain;eva.aguayo@usc.es(E.A.);encina.calvo@usc.es(E.C.-I.)
3 DepartmentofQuantitativeEconomics,UniversityofSantiagodeCompostela, 15782SantiagodeCompostela,Spain
4 DepartmentofAppliedPhysics,UniversityofSantiagodeCompostela,15782SantiagodeCompostela,Spain
* Correspondence:eva.cernadas@usc.es
† Theseauthorscontributedequallytothiswork.
Abstract: Numerousstudies,diagnoses,andprojectshavebeencarriedoutinrecent yearstoanalyzethelowfemalepresenceinSTEMstudies.However,progresshasbeen limited,andthefemalepresenceisstilllowincertaindegreesrelatedtoinformationand communicationtechnologies,physics,andengineering.Manyoftheactionshavebeen aimedatattractingwomentothesefields,butfewhavetriedtochangethecultureofthese disciplines,whichmakethemanon-placeforwomen.Thispaperanalysesthemeasures carriedoutinSpanishpublicuniversities,andspecificallyattheUniversityofSantiago deCompostela,tocontributetomakingthesedisciplinesaplaceforwomen.Computer engineeringworkshopsforprimaryandsecondaryeducationareproposed,incorporating agenderperspective.Thesetransformativeactivitieswerehighlyvaluatedandwelcomed bynon-universityteachers.Theideasinspiringtheseinitiativesmighthelpbothtoattract girlstoSTEMdegreesandtogenerategenderequalityenvironments,inordertochange theandrocentriccultureofthisfield.
AcademicEditors:NigelParton,Rosa MonteiroandLinaCoelho
Received:7March2025
Revised:16May2025
Accepted:13June2025
Published:17June2025
Citation: Cernadas,Eva,Eva Aguayo,ManuelFernández-Delgado, andEncinaCalvo-Iglesias.2025. STEM,aNon-PlaceforWomen? EvidencesandTransformative Initiatives. SocialSciences 14:384. https://doi.org/10.3390/ socsci14060384
Copyright: ©2025bytheauthors. LicenseeMDPI,Basel,Switzerland. Thisarticleisanopenaccessarticle distributedunderthetermsand conditionsoftheCreativeCommons Attribution(CCBY)license (https://creativecommons.org/ licenses/by/4.0/).
Keywords: genderequality;genderbias;gendergap;STEM;ICT;artificialintelligence; education;computationalthinking
1.Introduction
Genderequalityisafundamentalhumanrightnecessaryforapeaceful,prosperous, andsustainableworld UN (2015).Unfortunately,thegendergapiscommoninoursociety, as Taboada (2024)pointedoutinrelationtothepresenceofwomeninthenewsofdigital media; Ferran-Ferreretal. (2023)referringtoWikipedia; Lunnemannetal. (2019)inthe Nobelprizehistory; Goldin (2024)relatedtowomen’spay;and QueraltJiménez (2024)in socialmediaorinleadershipofhighereducation Meza-Mejiaetal. (2023).Thisgendergap ispresentinSTEMdisciplinesandisdetrimentalforthequalityofresearchandinnovation inengineeringprojects.
Accordingto Cimpianetal. (2020),someSTEMfieldssuchasphysics,engineering,andcomputerscience(PECS),continuetobeunderrepresentedfieldsforwomen. Eurostat (2024)reportedthatonly32.8%ofSTEMgraduatesintheEuropeanUnionwere womenin2021.Inscienceandengineering,thereport“Shefigures”20241 showsthatthe persistenceofverticalsegregationinacademiccareerisverypronounced:womenrepresent only20%ofthehighestpositions,comparedto30%inallfields.Likewise,womencontinue
tobeunderrepresentedasauthorsinengineeringandtechnology,andrepresentonly9%of patentapplicants;inaddition,themajorityofteamsassociatedwithinventionsaremade upsolelyofmen.AnalyzingthecountriesoftheG20,the UNESCO (2024b)reportentitled “Changingtheequation:securingSTEMfuturesforwomen”concludesthat“noprogress hasbeenobservedinthepastdecadeintheproportionofwomenwhostudyandgraduate inSTEMsubjects”.Thisreportproposesactionscloselyrelatedtotheroleofuniversities totrainfutureprofessionalsinthisfield,andteachersfornon-universityeducation.Page 27quotesthatuntilnowuniversities“aremorefocusedonmeasuringwomen’saccessto highereducation(aboutfourinfiveuniversitiestrackgenderinapplicationrates)than trackingtheiroutcomesandsuccessrates(lessthantwo-thirdsofthemtrackwomen’s graduationratesandhaveplansaimedatclosingthegap).Informationaboutperformance andthefactorspushingwomenawayfromSTEMchoicesisessentialtobetterinform policyresponses”.
ThispaperdiscussesandanalyzeswhytherearesofewwomeninsomeSTEMfields, despiteeffortstoincreasetheirparticipation.Toexplainthissituation,wewillusethe conceptofnon-place,introducedby Augé (1995)and Calvo-Iglesias (2015).Bridging thisgendergapinSTEMisimportantbecause,as Oreskes (2020)asserts,“Scienceisa collectiveeffort,anditworksbestwhenscientificcommunitiesarediverse.Thereason issimple:heterogeneouscommunitiesaremorelikelythanhomogeneousonestobe abletoidentifyblindspotsandcorrectthem”.Thepersistenceofthegendergapin thesefieldshasledustoreviewtheactionspromotedbySpanishuniversitiesandtoask ourselveswhytheinitiativesdevelopedarenotbeingeffective.Amongthepossiblecauses, Samper-Gras (2022)considerstheandrocentricapproachthatcontinuestopermeatethe STEMfield,withoutforgettingthatwhenscientific-technicalareasareattractivefroma socioeconomicpointofview,mengoontooccupythesefieldsandwomenareleftonthe margins.Inthiscontext,wepresentanalternativeeducationalproposalthatattemptsto overcomegenderstereotypesbyrecognizingtheimportantcontributionsofwomento STEM,takingintoaccountthedifferentmotivationsforusingtechnologyandtryingto improvewomen’sself-perceptionoftheirtechnologicalskills.Intheremainingsections ofthepaper,theconceptofnon-placeinSTEMisextendedinSection 2.Section 3 collects theactionsintheSpanishuniversitiestopromotegenderequalityinSTEMdisciplines, customizedinSection 3.1 forourUniversityofSantiagodeCompostela(USC).TheSection 4 presentsanalternativeexperienceforintroducingcomputerthinkingconceptsinprimary andsecondaryschools,withtheintentiontocreateaspaceofbelongingtogirls.Section 5 showcasesanddiscussestheexperiencesinUSCpromotinggenderequalityinhigher educationandinouroutreachactivitiesinsociety.Finally,conclusionsaresummarizedin Section 6
2.STEM,aNon-PlaceforWomen
In1965,AliceRossiformulatedthequestion“Whysofew?”,initiatingalineofresearchonscience,technology,andfeminism.Inthispioneeringresearchwork,Rossi denouncedtheabsenceofwomenintheproductionofscientificknowledge,andthegenderbiasinscienceandtechnology. Tomassini (2021)listsmultipleinvestigationsthat havebeencarriedoutsincethen.Thisresearchhasservedtodelveintothefactors(influenceofstereotypes,powerrelations,andgendermodels)thatinfluencethechoice ofSTEMvocationsandtheunderrepresentationofwomeninsomeSTEMareasthat enjoygreatprestige,lowunemploymentrates,broadcareeropportunities,andhigher salaryratioscomparedtootherfields. Cheryanetal. (2025)identifiedoneofthefactors influencingthisunderrepresentationofwomen:theexistenceofmaleorganizationalculturesinwhichmasculinityisrootedininstitutionalpracticesandideas.Inthesameline,
Casadetal. (2021)pointoutthefactorsthatcontributetogenderinequalitiesandthe abandonmentofwomeninSTEMacademicfields:genderstereotypespresentinrecruitmentandpromotionprocesses,thelackofsupportivesocialnetworks,andcold,ifnot hostile,academicclimates. Msambwaetal. (2024)reviewtheempiricalevidenceonthe factorsaffectinggirls’participationinSTEMsubjects,findingthatonly10%ofthestudies indicatedthatgirls’poorparticipationcouldbeattributedtopersonalfactors,and61%to environmentalfactorslikenegativeattitudes,lackofcareerplans,lackofcollaboration, interest,poorself-concept,self-efficacy,andlowmotivation.Giventheseunwelcoming contexts,wecouldtalkaboutSTEMfieldslikeanonplaceforwomenbyreferringto theconceptintroducedbytheFrenchanthropologistMarc Augé (1995)todefinespaces ofnon-belongingandapparenttransit:“Ifaplacecanbedefinedasaplaceofidentity, relationalandhistorical,aspacethatcanbedefinedneitherasaspaceofidentitynoras relationalorhistorical,willdefineanon-place”(pp.77–78).
Thisnon-placeisespeciallymarkedinthefieldofinformationandcommunication technologies(ICT),oneofthemostmasculinizedareaswithinSTEMdisciplinesaccording tothe WorldEconomicForum (2022),whichshowsthatfemaleICTgraduatesrepresent 1.7%ofthetotalnumberofgraduatescomparedto8.7%ofmen.TheSpanishorganization UnidadMujeresyCiencia (2025)showsinits“FemaleScientistsinFigures2025”report thatComputerSciencedegreesandPhDshavealowproportionoffemalestudents(17.2%). Theseswrittenbywomencompriseonly18.8%.Wecanalsoobservethat,intheSpanish labormarket,46.3%ofprofessionalsarewomen,butifwefocusonICT,thisparticipation2 reducesto29.8%.Accordingto GonzálezRamosetal. (2017),thisraisestheneedfora structuralchangeincompanies. Berrío-Zapataetal. (2019)and Jaffe (2021)alsosuggest thatICTisanon-placeforwomen,fromwhichtheyhavebeenexcludedbyerasingtheir historicalachievementsincomputerscience,discouragingtheirparticipationineducation incomputerscienceandintheworkplace.Similarly, Collettetal. (2022)showintheir report,“TheEffectsofAIontheWorkingLifesofWomen”,thenon-placeindifferent aspectsofAIprofessionals:womencompriseonly7%ofICTpatents,onlyfounded10%of start-upsinG20countries,only20%ofacademicstaffinAI,andsoon.
ICTalsodeservesspecialattentionwithinSTEMbecausetechnologyandAIsystems areincreasinglyinteractingwithourdailyactivitiesandwillhaveanimpactonshapingfuturesociety.Therefore,the UNESCO (2023)report“Harnessingtheeraofartificial intelligenceinhighereducation”alsoexpressesconcernaboutthesignificantlylowerparticipationofwomenthanmeninSTEMfieldsandinAI-relatedacademicresearch,dueto itsimplicationsforthecreationoffairandinclusiveAIsystemsinrelationtoeducation.AI canbepredictive,whichisnormallyatypeofmachine-learningalgorithmthatanalyses dataandforecastsfutureeventsorresults,orgenerative,whichisspecializedinproducing newcontent.Inbothcases,computerslearnandrecognizepatternsfromexamples.The diversityandcharacteristicsoftheexamplesusedinthistrainingshapethefuturebehavior ofAIsystems,influencingtheirsocialimpact.AIsystemshavemanysocialimplicationsderivedfrom:who,how,andwhatdataarecollectedtotrainAIsystems? Criado-Pérez (2019). TheseimplicationsincludeintellectualpropertyofdatausedandgeneratedbyAI DornisandStober (2024);legal,ethical,andprivacyissuesofdatacollectedtotrainAI Veliz (2021); Zuboff (2019);sustainability Crawford (2021);andculturaldamage Katiraietal. (2024).Amongalltheseimplications,wemainlyfocusongenderbiasofAI. WhileAIcanbringbenefitstosomeindustrialsectors,thesesystemsposeseriousrisks tosocietywhenhumanfutureorwell-beingdependsondecisionsmadebyAIsystems. Infact,thereisastrongevidenceofgenderbiasinAIsystemswhich,togetherwiththe presenceofAIsystemsinourlives,couldperpetuateoramplifythepersistentgenderbias ofoursociety.The UNESCO (2024a)reportalertsaboutthegenderbias(intersectedby
otherbias)inthreeLargeLanguageModels(LLM),OpenAI’sGPT-2andChatGPT3-5, andMeta’sLlama2,demandingthedesignofmoreinclusive,responsibleandegalitarian AIsystems. ShresthaandDas (2022)reviewed120academicstudiesongenderbias inautomateddecision-makingsystems,mainlyinawidespreadamountoffieldslike: naturallanguageprocessing(NLP),automatedfacialanalysis,advertisement,marketing, recruitmentsystems,robotics,medicine,andmore.
GenderbiasemergesinthetextgeneratedbyLLMs,beingpropagatedthrough otherAIsystemsthatuseinternallytheLLMstoanalysetext.Otherrecentstudies foundmoregenderbiases: Simonetal. (2023)inrecruitmentsystemsfromsocialnetworkslikeLinkedInandFacebook,whichaffectstheprofessionaldevelopmentofwomen; Schiebinger (2021)inmachinetranslators,likeGoogleTranslate,where FarkasandNémeth (2022)foundgenderbiasevenforalanguagewithgendered neutralpronounssuchasHungarian; Zacketal. (2024), Ayoubetal. (2024),and Desaietal. (2024)inAIsystemsbasedonLLM,suchasChatGPT,inthehealthcare field; BuolamwiniandGebru (2018)infacerecognitionsystems; Wuetal. (2025) alsofoundgenderdifferencesintext-to-imagegenerationmodels,evenwhenneutralpromptsareused,bothintheobjectpresenceandimagelayout.Sincethese comercialsystems,suchasDALL-E,Midjourney,StableDiffusion,andAdobeFirefly,presentasexualizationofwomenandstereotypicalchildren’srepresentations, Sandoval-MartinandMartínez-Sanzo (2024)suggestedthattheycanbereinforcingtraditionalstereotypesassociatedwithgenderrolesfromchildhood,whichcanimpacttheir futuredecisionsregardingstudiesandoccupations.AnotherimpactofgenerativeAI systemsispointedoutby Engel-HermannandSkulmowski (2024),whowarnaboutthe naiverealismofAIimagegeneratorsandtheirimpactinscientificandeducationalcontexts, duetotheirlackofaccuracyandprecision.
Intheeducationalcontext, Jarquín-Ramírezetal. (2024)carriesoutacritical analysisabouttheuseofgenerativeAI,suchasChatGPT,exposingtechnooptimistic opinionsandwarningabouttheiruse Chomsky (2025),whichcandiscouragethe developmentofcriticalthinkinginstudents.Forexample,intheclinicalcontext, VicenteandMatute (2023)warnthathumanoverrelianceonAIadvicecouldleadhumanstoaccepttherecommendationsofAIalgorithms,evenwhentheyarenoticeably biasedorerroneous.Asstatedby Avraamidou (2024),scienceeducationneedshumancenteredfeministAIthatprovidetheframeworksand“toolstoprioritizealgorithmic literacyandunderstandingofhowAIperpetuatesexistingbiases,racism,andsystemsof oppression”forthedesignofsociallyjust,AI-basedcurriculathatforegroundtheidentities, subjectivities,values,andculturesofalllearners. Beltrán (2023)statesthatwomenand girlssufferdiscriminationandviolenceintechnology-relatedtasks,suchasusingsocial networks TortajadaandVera (2021),unlockingtheircellphones,orplayingvideogames MihuraLópezetal. (2023).Forexample, DelaTorre-SierraandGuichot-Reina (2025) examinedgenderrepresentationinmainstreamvideogames,concludingthatwomenare significantlyunderrepresented,relegatedtosecondaryroles,anddepictedwithsubmissive attitudes,unrealisticbodytypes,andsubjectedtovariousformsofviolence,perpetuating thetendencytomasculinizefemalefigures.Onotherhand, Lavalleetal. (2025)showthat womenwhoplayvideogamesfeelmoreintegratedintoSTEMdegreesandhavesimilar hobbiestoclassmates,and Hosein (2019)alsoshowsthatgirlswhowereheavygamers at13–14yearswerefoundtobemorelikelytopursueaSTEMdegree,althoughthiswas influencedbytheirsocio-economicstatus.However, Butcheretal. (2023)suggestthat womenwhoexperiencehostilesexismingeekcultureandcontinuetoparticipatemight haveageneraltoleranceoftoxicgeekmasculinity.Inaddition, MachadoandIshitani (2024) identifiedasetofrecommendationstobeincludedingamestostimulatewomen’sinterest
incomputing.So,thereisacontroversysurroundingtheuseoftechnologyandvideo gamestoattractgirlstoSTEMcareers.Therefore,itisnecessarytorethinkhowweteach engineering,whatexamplesweuse,andhowweassesscompetencies,inordertobuilda placeforgirlsandnotconsiderthemjustasguests.
3.TheRoleofSpanishUniversitiesPromotingGenderEqualityinSTEM
TheprocessofinstitutionalizationofequalityinSpanishuniversitiesisbasedon OrganicLaw3/2007forEffectiveEqualitybetweenWomenandMenandOrganicLaw 4/2007ontheModificationoftheOrganicLawonUniversities(LOMLOU),complemented byregionalregulations.Thisframeworkregulatesthemandatoryimplementationof equalityplansandunitsaskeyelements.OrganicLaw2/2023oftheUniversitySystem consolidatesthepresenceofequalityunitstoensurecompliancewithcurrentlegislation onequalitybetweenmenandwomen.Also,theNetworkofGenderEqualityUnitsfor UniversityExcellence(RUIGEU3 foritsacronyminSpanish)wascreatedin2009,atthethird annualmeetingofequalityunitsofSpanishuniversities.Currently,50publicuniversities and4privateuniversitiesaremembersofRUIGEU,whichconstitutesaspaceforsharing knowledge,experiences,resources,andgoodpractices,aswellasgeneratingsynergiesand jointinitiativesinthefaceofthechallengesassociatedwiththeimplementationofequality policiesintheuniversityenvironment.
In2021,RUIGEUelectedanExecutiveCommitteetoimplementtheoperatingregulationsandestablishedsixspecificworkinggroups:(1)equalityunitsandplans;(2)teaching andtrainingwithagenderperspective;(3)researchandtransferwithagenderperspective;(4)preventionandactionagainstharassment;(5)conciliationandco-responsibility; and(6)communication.Oneofthefirstactivitiesundertakenwasthediagnosisin RUIGEU (2022)about“Universityequalitypolicies”intheuniversitiesthatmakeup thenetwork.Tothisend,eachRUIGEUthematicworkinggroupwasresponsiblefor designingaquestionnaireandthesubsequentanalysisoftheresponsesofallthemember equalityunits.Inthisdiagnosis,thereareseveralspecificreferencestothepromotionof genderequalityinSTEMareas.Firstly,thepromotionofwomen’saccesstoSTEMdegrees ismentionedasoneofthelinesofaction.Inthechapterfocusedonthemainstreamingof thegenderperspectiveinresearchandtransfer,severalinitiativeswererelatedtomentoring programsforyoungfemaleresearcherssuchas:ExcellenceMentoring,forthedevelopment ofSTEMtalent;InspiraSTEAM;AlumniMentoring;FEMenGin,fortheaccompaniment andcreationofwomennetworksinengineeringandarchitecture;andFELISE.Likewise, thechapterfocusedonmainstreamingthegenderperspectiveintrainingandteaching highlightsthedifficultiestoimplementgenderperspectiveinuniversityteaching,especially inSTEMdegrees.
Thestudiesof Castaño-ColladoandVázquez-Cupeiro (2023)and AscencioCortésetal. (2025)aboutgenderequalityinhighereducationshowthat,despitetheimplementation ofequalitypoliciesandplans,institutionalandculturalresistancepersistsandlimits theireffectiveness. Alcalde-GonzálezandBelli (2024)statethatmotherhoodcontinuesto penalisewomeninacademia,becausetheacademiccareermaintainsanandrocentricvision, alinearpaththat,according Reverter (2024),doesnotallowforbreaksduetocare.In particular,intheSTEMfield, EpifanioandCalvo-Iglesias (2024)notethelackofmeasuresto addressthestructuralfactorsattherootofinequality,andrecommendtopromoteactions to:(1)fightagainstgenderstereotypesbeforeaccessinguniversity;and(2)favortheaccess andpermanenceoffemalestudentsinSTEMareas,wheretheirpresenceisintheminority. Thus,theyproposedtorecognizetheworkofstudents,teachers,andresearcherscarried outusingagenderperspective,andtomakevisibletheexcellenceoffemaleresearchersin theSTEMarea.
InitiativestopromotegendermainstreaminginSpanishhighereducationcanbeplanned andpromotedbypublicinstitutions,orbeindividualinitiativescarriedoutbyoneormore universityteachers.Withinthefirsttype, Rodríguez-JaumeandGil-González (2024)present thecollection“Guidesforgendermainstreaminginuniversityteaching”,developedby GenderEqualityPoliciesworkinggroupoftheVivesNetworkofUniversitiesandtranslated todifferentlanguages.Theseguidesproviderecommendationstointroducethegender perspectiveinbothvisibleandhiddencurriculums,includingobjectives,contents,methodologies,teachingresources,instrumentstoevaluate,andcompetencestobeachievedby thestudents,amongotherskills.Theysuggesttoreflectonsex-genderinequalitiesinthe professionalfieldofeachdiscipline,aswellastheirimpactonbothprofessionalpractice andresearch.Inaddition,theyalsoprovideguidelinesforconductinggender-sensitive research.Likewise, Peñaetal. (2021)and Lusaetal. (2024),attheUniversitatPolitècnicade Catalunya,and Marco-Simóetal. (2023),attheUniversitatObertadeCatalunya,showthe introductionofgender-relatedcompetenciesintheseuniversitiestomeettherequirements oftheCatalanAgencyforUniversityQualityAssurance.HigherPolytechnicSchoolof ZamoraalsodevelopedanengineeringwithaGenderPerspectiveproject González-Rogado etal. (2025).
RegardingindividualteachingexperiencestopromotegenderequallyinSTEMdegrees, González-GonzálezandGarcía-Holgado (2021)organizedaworkshopwithteachersaboutstrategiestogendermainstreaminginengineeringstudies; Rueda-Pascual etal. (2021)introducesgenderperspectiveinacomputerengineeringdegreeinthe UniversityofValencia;and Pérez-SánchezandSánchez-Maroño (2023)carryouta pilotexperienceinamachine-learningsubjectforamaster’sdegreeattheUniversityofCoruña.InrelationtotheAIfield, CernadasandCalvo-Iglesias (2020)and CernadasandCalvo-Iglesias (2022)proposetoincludetransversallythegenderperspective inthemajorityofsubjectsofthedegreesandmastersonAI. Calvo-Iglesiasetal. (2022) visualizesfemalemodelsrelatedtoeachthemeinanySTEMcourse. Cernadasetal. (2023) usecooperativelearningtopromoteequalityinbasiccomputingprogrammingcourses. Prendes-Espinosaetal. (2020)pointoutthescarceexistenceofscientificliteratureongender equalityeducationthroughtechnologiesinareviewofeducationalpracticesinformal contextsthatworkongenderequalityandICT(earlychildhood,primary,secondary,and highereducation). Calvo-IglesiasandAguayo-Lorenzo (2023b)compiledvariousinitiativesdevelopedbyresearchcentersanduniversitiestopromotethevisibilityofwomen inscientificandtechnologicaldisciplinesandtoserveasapoleofattractionforgirlsand youngwomentoscienceandengineering.ParticularlyinGalicia,wecanmentionthe activitiescarriedoutintheframeworkoftheEuropeanprojectICT-Go-Girls;theprogram “Exxperimentaenfemenino”inthecampusofOurense Carballoetal. (2020),Universityof Vigo;mentoringactivitiesintheFacultyofComputerScienceoftheUniversityofCoruña carriedoutbytheassociation“HelloSisters”;ortheworkcarriedoutbythe“ChairofFeminisms4.0”oftheUniversityofVigointhefightagainstdigitalsexismandthepromotion offeminisminthedigitalenvironment.
3.1.InitiativesinUniversityofSantiagodeCompostela(USC)
TheUSChasbeenapioneerintheimplementationofequalitypolicies,creatingthe GenderEqualityOffice (GEO)in2006andpreparingits“FirstStrategicPlanforEqualOpportunitiesbetweenWomenandMen”in2009.Beforedraftingitsfourthequalityplan,the USCevaluateditsthirdequalityplan(period2021–2024)inordertointroducecorrective measuresintotheplanbeingdrafted,diagnosingweaknessessuchasthelimitedincorporationofthegenderperspectiveinresearchandteaching,orthegendergapinscientific andtechnologicaldisciplines.Themostconsolidatedactionwithinthefieldofteaching,
research,andtransferistheannualcallforawardsfortheintroductionofthegenderperspectiveinteachingandresearch,whichstartedin2010.Itisworthnotingthatthisaction waschosenin2015bytheEuropeanInstituteforGenderEquality(EIGE)asoneoftheten bestgoodpracticesforpromotinggenderequalityinuniversitiesandresearchcentresfrom amongmorethan50acrosstheEuropeanUnion,andincludedintheonlinetool(GEAR) tosupportresearchorganizations(suchasuniversities)inthecreation,implementation, monitoring,andevaluationofgenderequalityplans.However,thedetailedanalysisof Aguayo-LorenzoandCalvo-Iglesias (2024)revealedagreaterparticipationoftheSocial SciencesandHumanitiesareascomparedtoSTEM.Inaddition, Alonso-Ruidoetal. (2025) foundthatgendertrainingisscarceevenineducationgrades.Inthetechnologicalfield, wehighlightthefollowingaward-winningexperiences: Calvo-Iglesias (2020)onbiographiesofSTEMwomenintheformWikipedia; CernadasandFernández-Delgado (2021)on ethicsembeddedintheteachingofmachine-learningsubjectsand Regueiraetal. (2023)on educationaltechnologythatincorporatesacriticalfeministpedagogy.
TheUSCgendergapreport4 showsthattherearegenderdifferencesamongUSC teachingandresearchstaff.Differencesareatthelevelofrepresentationinprofessional categories,inconsolidationandinpositionsofgreaterrecognition,butalsoatthelevelof participationinthespacesanddecisionmakingwithdirecteffectsontherecognitionof meritsandintheremunerationreceived.Inaddition, Alonso-ÁlvarezandDiz-Otero (2022) identifiedstrongresistancestoconciliationmeasuresinUSC.Therefore,theGEOandthe InterdisciplinaryCenterforFeministResearchandGenderStudies(CIFEX)developeda goodpracticeguidetoensurethattheworkingandmaterialconditionsofwomenatUSC aremoreappropriatefortheirprofessionalactivity.
Inrelationtothepresence,promotion,andretentionarea, Calvo-IglesiasandAguayoLorenzo (2023a)developedtheprogram“Unhaenxeñeiraoucientíficaencadacole”5 (inEnglish“Onefemaleengineerorscientistineachschool”).Itincludesscienceand technologyworkshopsaimedatprimaryschoolstudents,tomakefemalerolemodels visibleindegreesinwhichtheyareunderrepresented.Asreportedby Calvo-Iglesiasand Aguayo-Lorenzo (2023b),thousandsofstudentsparticipatedinthisprogramsinceitbegan in2016,arrivinginhistentheditionof2025toalmost200schoolsfromalloverGalicia. Thesuccessofthecomputerworkshops,whichwerealwaysverywellevaluated,ledthe authorstodesignacollectionofonlineactivitiestointroducetheconceptsofcomputational thinkingandartificialintelligencetostudentsofelementaryandsecondaryschool,tohelp createaplaceforgirlsandwomeninthisfield.Thisprogramofactivitieswillbeexplained inmoredetailinthefollowingsection.
4.AnAlternativeProposal:InformaticsandLife
Inthissection,analternativeproposaltointroducecomputationalthinking(CT)and engineeringconceptswithagenderperspectiveispresented.Section 4.1 contextualizes andjustifiesthemethodologyused,andSection 4.2 describestheonlinematerialprovided toschoolteachersinordertoallowthemtoimplementCTactivitiesintheirclassrooms.
4.1.Methodology
TheneweducationallegislativeframeworkinSpain(LOMLOE)includesCTasan essentialskill,butaccordingto González-Gallegoetal. (2025),itscorrectimplementationrequiresgivingteachersthenecessarytrainingandresources.Thegoalistoprovide studentswiththenecessaryskillstomeetthedemandsofanincreasinglytechnologicalsociety.SincethereisnospecificmethodologyforimplementingCTprojectsin educationalinstitutions,theseonlineactivitiesweredesignedtofacilitateteachers’introductionofCTinprimaryandsecondaryschool,forstudentsbetween9to15years,
incorporatingagenderperspective.Theseactivitiesarenecessaryinprimaryschool whengenderstereotypestakeroot Bianetal. (2017)andhindergirls’perceptionof theirowntechnologicalskills,eveniftheyperformsimilarlytoboys Sánchez-Canut etal. (2025). MateosSilleroandGómezHernández (2019)statethatgirls’lowselfperceptionimpactsthechoiceofprofessionalprojectsinadolescenceandearlyadulthood. Gómez-Trigueros (2023)claimsthatnegativeevaluationsintheself-perceptionoffuture femaleteachersregardingtheirabilitytoselect,assess,andusethemostappropriatedigital technologiesfortheirfutureteachingtask,couldleadtoteachers’disinterestinorunderuse oftechnologies.
Theterm computationalthinking wasdescribedin2006by Wing (2006)asafundamental skillforeveryone,involvingusingcomputerscienceconceptstosystematicallysolve problems. González-Gallegoetal. (2025)collectotherrecentdefinitions,manyofthem centeredinproblemsolving,robotics,electronics,programming,andothertechnological issues.CTcanbeaddressedeitherasathemethatiscross-curricularoverallthesubjects,or alternativelyasanindependentsubjectofcomputerscience,thatusesprimarilytechnology todevelopCTprojects.However,thestudyof González-Gallegoetal. (2025)confirmsthat girlsinsecondaryschoolshowlessinterestintechnology,anditsuseasaprimaryelement coulddampentheirinterestinthistypeofcontent.Therefore,weconsiderthatCTmustbe developedasacross-curriculartheme,designingprojectsthatincreasegirls’confidence andprovidethemwithSTEMrolemodels.
Recently, Ayusoetal. (2021)reportsthatgirlsalreadyinprimaryschoolperceive themselvestobelesscompetentthanboysinmathematics.Thiscouldalsohappenin relationtotechnologyasmentionedatthebeginningofthissection,andfurthermore, technologycouldbeuncomfortableforgirls(seeSection 2).Inthisrespect,ouractivities areplannedinawaydoesnotrequirecomputermaterialsorprogramminglanguages suchasScratch6,as Shuteetal. (2017)and Kimetal. (2013)note.Forexample,Scratch couldberelatedbystudentstovideogames,thatisaveryspecifictopicincomputer science,whichareperceivednegativebygirlsduetotheirgenderbias,asmentionedin Section 2.Videogames,accesstoonlinecommunities,andthetimespentonthemare conditionedbygenderandcangenerateaprivilegedenvironmentforboys,bothinterms ofleisureopportunities,andlearninganddevelopmentofdigitalcompetence Regueiraand Alonso-Ferreiro (2022).Theexamplesusedweregender-neutralandrelatedtoeveryday lifeasrecommendedintheInspiraSTEMguide7 forintegratingagenderperspectivein STEMdisciplinesinprimaryeducation,since,asdifferentstudiescompiledby Merayoand Ayuso (2023)conclude,girlsaremoreinterestedinSTEMsubjectswhentheyaretaught fromanappliedandpracticalperspective.
Theproposedactivitiesarerelatedtoothersubjectslikemaths,naturalandsocial sciences,andlanguages,followingexperiencesanddidacticmethodologiescommonin theteachingofthesedisciplinesateacheducationallevel.Intheseactivities,students areencouragedtodesigntechnology,ratherthanuseit,byteachingthemtheunderlying conceptssotheyunderstandhowtechnologyworks.Sincetechnologymustalwaysbeatthe serviceofpeople,wewillneedtoverifyitscorrectoperationfromdifferentperspectives, instillingcriticalthinkingbyteachinghowtechnologyworksandhowtoevaluateits correctfunctioning.
4.2.OnlineMaterialforSchoolTeachers
TheproposedactivitiesaregroupedunderthetitleAinformáticaeavida8 (“Informaticsandlife”),whichisavailabletoallGalicianschoolsinthelocallanguageunder freeregistration.Theonlinematerialenclosesinstructionstoteachers,togetherwithother materialtodownloadlikeimages,files,presentations,softwaretools,videos,andcomputer
programsforanadvanceduseofthematerialinthelasttwoactivities.Asmentioned,CT andAIconceptsareintroducedasanextensionofhowhumanssolvedifferentsituationsin life,andrelatethemtothecontentsoflanguage,mathematics,ornaturalsciencesspecific tothateducationalstage,usingplayfulandfunactivities.Inaddition,wehavetriedto findactivitiesthatshowtheimportanceofcomputinginhelpingotherdisciplinesand improvingsocietytomotivategirls MerayoandAyuso (2023).Wealsowanttohighlight thattheactivitiesthatusetechnologynevercollectdatafromstudentsorinvadetheirright toprivacy.
Engineeringisanancientdiscipline,predatingcomputersandrobots,thatproduces devicesandservicestoimprovepeople’slives.CTisrootedinallengineeringdisciplines. Webelieveitisimportanttousetheword“engineering”fromchildhood,sothatgirls associateengineeringwiththisusefulknowledge Paderewski-Rodríguezetal. (2017). Typically,thesuggestedactivitiesincludeexercisesofvaryingdifficultylevels.Forthe youngeststudents,teachersshouldpickuptheonesthatdonotrequiretechnologyintheir development.Fortheoldestones,teacherscandevelopthemostadvancedexercises,in whichstudentscandeveloptheirfirstprofessionalcomputerprograms.Theprovided materialgivesagerecommendationsforeachactivity.Insteadofusing Scratch,wepropose theuseofprofessionalprogramminglanguageslike Python9,thevocabularyofwhichis veryclosetohumanlanguages,specificallytheEnglishlanguage.So,activitiesforthe oldeststudentsaredevelopedinPythoninordertolearnprogrammingasataskofwriting astoryinanewlanguage,normallyinsecondaryschool.Inthisway,studentsacquire digitalcompetence,butuseitasaoccasionaltoolatourservicetosolveproblems,andnot asaprominenttoolintheclassroom.Figure 1 showsascreenshotofthewebpage.Theten activitiesincludedare:
1. Queninventouainformática?(“Whoinventedcomputing?”):addressestherole ofwomeninthebirthofcomputerscience,makingvisiblemanyfemalescientists andprofessionalsinthisfield.Italsoincludesmaterialsandinstructionsfordevelopinggamesthatexploretheinspirationandimportanceofsomefemalescientists’ inventions,usingtheparadigmofunpluggedcomputationalthinking.
2. Comosonastripasdunordenador?(“Whataretheinsidesofthecomputerlike?”): explainstheoperationandpartsofacomputerbyestablishinganalogiesbetweenthe computerhardwareandourhumanbody.Itrelatesengineeringtobiology,whichis frequentlyveryenjoyedbygirls.
3. Osrecordosdosordenadores:escribindonunhalibreta(“Memoriesofcomputers: writinginanotebook”):usesasquarednotebookpagetoexplaintheprocessof storinginformationonacomputer’smemoryorharddisk.
4. Asfotoseimaxes:quesonosmegapíxelesnascámarasdefotos?(“Photosandimages: whataremegapixelsincameras?”):definestheconceptofpictureelement(pixel) inthedigitalimagesanditscapacitymeasures,relatingimagesizewithcamera characteristics.Thestorageofcolorimagesintheharddiskisalsointroduced.
5. Xoguemosasercientíficasecientíficosnamedicinaenapesca(“Let’splayatbeing scientistsinmedicineandfishing”):theobjectiveofthisactivityistoshowthe interrelationofcomputersciencewithothersciences,suchasmedicineorbiology.As otherengineeringfields,computerscienceprovidestoolstohelpotherdisciplines. Theworkenvironmentofscientistsinbiomedicineandbiologyissimulatedthrough tworesearchsoftwareproductssharedwithstudents,STERAppandCystAnalyser, describedby Mbaidinetal. (2021)and Cordidoetal. (2020),respectively.Software toolsandvideoscanbedownloadedtosimulatethediaryworkofresearchersinthe biomedicalandfisheringlabs.
6. Medindocélulascontandopuntos(píxeles)nasimaxes(“Measuringcellsbycounting pixelsinimages”):theobjectivehereistomakestudentsawarethatalltheresults providedbyacomputerprogramhavetobeverifiedwiththeestablishedmethod, thatis,italwayshastobevalidatedbypeopleinordertoensurethatcalculations areright.Inthiscase,studentsvalidatethattheCystAnalysersoftwaremeasures correctlytheareaofirregularobjectsinimages.
7. Aescaladixital:medindoarealidadequenosrodea(“Thedigitalscale:measuring therealityaroundus”):thisactivityintroducestheconceptofcalibrationtorelate pictureelementswithtruthmeasuresofobjects,inthiscase,theareaofgeometric shapesinimages.Providematerialsandinstructionstodiscusswithstudentshow humansmeasurethesurfaceareaofgeometricshapecomparetohowcomputersdo.
8. Medindoarealidadenascienciasnaturaisesociais(“Measuringrealityinnaturaland socialsciences”):theconceptofadigitalscaleallowsustomeasureeveryobjectinthe worldwhichcanbecapturedbyadigitalcamera.Thistechnologyisusedtomeasure theareaofaplantleaf,andtheextensionofaregiononamap.
9. Enquesepareceuncontoaunprograma?(“Howisastorysimilartoacomputer program?”):ICTprofessionalsuseprogramminglanguagestobuildcomputerprograms.Ourgoalsaretointroducetheconceptofprogramminglanguageasifitwere thelearningofanotherhumanlanguage,thatpeopleusestocommunicatewitha computer.
10. Queéaintelixenciaartificial?(“Whatisartificialintelligence?”):Thisactivityis openaccess10.Wemodelacomputerprogramasaboxthatreceivesdatatoprovide ananswer.Inclassicalprogramming,theprogrammersetsrulestotheprogramin ordertoachieveapositiveansweroroutcometotheinputdata.Supervisedmachinelearning(SML)algorithmsareaspecifictypeofcomputerprogram,whichrepresent themajorityofprogramswithinAI.InSMLprograms,theprogrammergivesto theboxexamples(data)andthedesiredanswer(outcome)inorderforthebox(AI system)tolearntherulestoproducetheoutcomefromthedata,inaprocesscalled training.OncetheboxorAIalgorithmistrained,itcanoperatetogiveanswers toexamplesnotseeninthetraining.Manypeopleinsocietydonotunderstand thedifferencesbetweenclassicalandSMLprograms.Thisactivityexplainsboth conceptswithoutusingtechnology,throughthesortingofspaghettibytheirlength (classicalprogramming),andthedistancetraveledbyaballkickedbyagirl(ML program).Dependingontheeducationallevel,thisactivitycanbeextendedby puttingonamini-playintheclassroomwiththestudents,orcreatingprogramswith aprofessionalprogramminglanguagelikePython11 fortheoldeststudents.Since AIsystemsintroducebiasindifferentways,thisactivity,usingcommonexamples, explainshowthedifferenttypesofbiasareencodedintheMLalgorithms.Gender biasisnormallyduetobiasindatausedfortraining,andinthecriteriaforthe outcomeverification.Otherbiasesareduetothestatisticalrepresentationofminority groups.Theprovidedexamplesallowustoreflectwiththestudentsaboutgender biasinAIsystems,followingtherecommendationof VicenteandMatute (2023).
Figure1. IlustrativeimagewiththetenactivitiesoftheprogramAinformáticaeavida(“Informatics andlife”).Thenumbersinthefigurearetheactivities:(01)Whoinventedcomputing?;(02)Whatare theinsidesofthecomputerlike?;(03)Memoriesofcomputers:writinginanotebook;(04)Photosand images:whataremegapixelsincameras?;(05)Let’splayatbeingscientistsinmedicineandfishing; (06)Measuringcellsbycountingpixelsinimages;(07)Thedigitalscale:measuringtherealityaround us;(08)Measuringrealityinnaturalandsocialsciences;(09)Howisastorysimilartoacomputer program?;and(10)Whatisartificialintelligence?.
5.ResultsandDiscussion
InFebruary2024,theCentroSingulardeTecnoloxíasIntelixentesdaUSC(CiTIUS)12 madethefirsteditionofthe Ainformáticaeavida activityprogramavailabletoschools. Only15schoolsregisteredforthisfirstedition.InMarch2024,Dr.Cernadasparticipated inthe ArtificialIntelligenceandEducationSymposium withaninvitedplenarytalktodiscuss genderbiasesinartificialintelligencesystemsandpresentedtheprogram Ainformática eavida totheeducationalcommunity.TheconferencewasorganizedbytheGalician regionalgovernment(XuntadeGalicia)andwasattendedby610non-universityteachers. InMay2024,Dr.Cernadashasconductedatrainingcoursetoprimaryandsecondary schoolteachers.Thiscourse,entitled Gettingstartedwithartificialintelligenceineducation wasorganizedbytheRegionalCentreforTrainingandInnovationofourregion(Xunta deGalicia).BothparticipationswereevaluatedbyXuntadeGaliciathroughasatisfaction questionnaireamongteachers.Inthefirstsymposium,therewere610teachersenrolled and353filledthequestionnaire.Inthesecondcourse,therewere18teachersenrolledand 9filledthesatisfactionquestionnaire.Table 1 reportsthefourquestionsofthequestionnaire withtheirscores(rangedfrom0to5)andaverage/deviationvalues.Allthescoresare closeto4,withanaveragevalueabove4thatmeansapositivereceptionofteachersfor alternativeinitiativestothepredominantteachingofAI.
Table1. Questionsandscoresinthequestionnaire.
QuestionnairePlenaryCourse No.Answers3539
QuestionScore(0–5)
Adaptationofcontent,time,andmediatotheattendee’sneeds3.893.88 Masteryofthesubjecttaught4.384.38 Communicationskills3.934.14 Methodologicaladequacyandresourcesused3.903.71 Average4.034.02 Deviation0.240.29
Figure 2 showsphotographsdevelopingworkshopsinaschoolclassroomsandscreenshotsofthematerialsoftheprogram.Attheendoftheworkshops,wehadinformal conversationswiththeschoolteacherstogathertheirfeedback.Theyrecognizedthatthis wayofapproachingthesubjectofcomputerscienceandartificialintelligenceisnotthe usualone.Ingeneral,theyweresurprisedbecauseweproposeanalternativetoworkin theclassroomonconceptsthatareveryrelevanttodayandnecessaryforthetrainingof students,butwithacompletelydifferentapproach,prioritizingthecriticalandconceptual learningthatunderliesthetechnology,insteadofbeingenduserswhoworkwiththetools asblackboxesandwithoutunderstandingtheirinternalfunctioning.Webelievethatthisis awaytoempowerstudentsandcanbeabeginningtodismantletheoppressivetoolsofthe technopatriarchyfollowingFreire’spedagogy.Wedonotusecommercialsoftwarebecause, toparaphraseAudreLorde,themaster’stoolsdonotservetodismantlethemaster’shouse. Furthermore,byusingtechnologyasanothertool,onthesamelevelasapenciloranotebook,wecangeneratecooperativeworkenvironmentsbasedongenderequalitytocreate equalopportunitiesforboysandgirls.Goodexperienceshavealsobeengainedinprevious activitieswithyoungerstudents,wheretheconceptsfromactivities2and9wereapplied tobuildarobotwithourbodies CernadasandFernández-Delgado (2025).Ourcomputer programwasacookierecipe,andweranitwiththecookingrobot(ourbodies)tomake thecookies,seethechapter“Lainteligenciaartificialexplicadadesdelasprimerasetapas educativas”intheonlinebook Inteligenciaartificialenlaeducación.Desarrolloyaplicaciones13 (pp.66–78).Theseexperiencessuggest,aspointedoutby Fernandez-Moranteetal. (2020), thatthegirlsprefercollaborativeandgroupwork.Thepreferencesofgirlsforcooperativelearningwasalsoobservedteachingbasicprogrammingcoursesinhighereducation Cernadasetal. (2023).Asnotedby Cheryanetal. (2025),genderdisparitiescanbereduced byincreasingthepositiveexperiencesofwomenandgirlsinSTEM.Thisexperiences canbeimplementedusingneutralexamplesorthoseclosertoagirl’slife.Accordingto Hallströmetal. (2015),girlsandboyslearntoapproachandhandletechnologydifferently. Forexample,therobotbuiltbyourbodycanbeusedtodanceaprogram(thechoreographyisthecomputerprogram),similarto SepúlvedaDuránetal. (2025),whocarryout aninterventionfocusedonthedevelopmentofCTthroughbodyexpression,music,and movementwithelementaryschoolstudents.
PhotographdevelopingworkshopsinaschoolclassroomandscreenshotsofAinformática eavidamaterials.
OnFebruary2025,CiTIUSopenedtheregistrationtothesecondeditionofthe A informáticaeavida activitiesprogramtocelebratetheInternationalDayofWomenand GirlsinScience.BytheendofMarch,morethan30educationalcentersfromGaliciahad registeredfortheprogram.Wehaveplannedtodesignaspecificquestionnairetocollect theteachersandschoolperceptionattheendoftheacademicyear.Thishighparticipation showsthatthereisaneedfortrainingbynon-universityteacherstomeetthenewtraining needsindigitalskillsandthatresourcesarescarce.Though,INTEF(NationalInstituteof EducationalTechnologiesandTeacherTraining)haslaunchedaMOOCcourseInitiationto RoboticsandProgrammingwithagenderperspective.Therearealsoexperiencesinthe literature Valdeolivasetal. (2022)of,throughanaction-researchexperience,workingon thedesignofdidacticactivitiesonaspectsrelatedtogenderandeducationalroboticsto improvelearningintheuniversityclassroombasedonarealeducationalcontext.
6.Conclusions
Manyinternationalandnationalreportsanalyzethecausesofthelowerparticipation ofwomenintheSTEMfields.Despiteallinstitutionaleffortstoachievefullgenderequality, differencesinfemalerepresentationintheSTEMfieldsstillpersistasanon-place,mainlyin areassuchasICT,computerscienceandengineering,orartificialintelligence.AIsystems andtechnologyingeneralaretoolsthatwerelyonmoreandmoreinourdailylives. However,theirusemayhavesocialrisksthatarenotyetsufficientlystudied,including genderbias.
ThispaperalsoanalysestheroleofSpanishuniversitiesinpromotinggenderequality inacademiaand,specifically,intheSTEMfield.Toovercomethissituation,wepropose introducingengineeringcontentfromearlychildhoodwithagenderperspective,exercising cooperationbetweenbothgendersonequalterms,andrethinkinghowengineeringis introducedinschoolsandwhatexamplesweuse.Basedontheexperienceinschoolswith face-to-faceworkshopsdrivenbythegenderequalityoffice,weproposeanalternativeway ofintroducingcomputerthinkinginprimaryandsecondaryschoolswithAinformáticaea vida(“Informaticsandlife”)program.Theseactivitiestakeintoaccountintheirdesignthat thebehaviorandenthusiasmofgirlsandboysintheclassroomisinfluencedbythetypeof
activitybeingcarriedoutandproposeexamplesclosetoeverydaylife.Theseprogramhas attractedtheinterestofthenon-universityteachers,whohaverateditverypositivelyboth throughthesatisfactionsurveyandinthecommentsinpersonorbye-mail.However,a moreappropriateevaluationinstrumentisneededtobeabletodeterminetheimpactof theeducationalproposal.Therefore,inthenexteditions,twoquestionnaireswillbesentto theparticipatingcenters,aninitialonetoascertainthereasonsthatledthemtoparticipate inthisprogramandtheirexpectations,andanotheronetoknowtheirassessment.Inthe future,wewillcontinuewiththeseactivities,tryingtoimprovethemwiththecontributions ofthenon-universityteacherswhohaveputtheseactivitiesintopractice.Atthesame time,webelievethattheseactivitiescouldbeenrichedbyshowingnotonlyfemaleSTEM referentsbutalsomaleallies,toofferboysreferentsinthenewmasculinities.
Inaddition,itwillbenecessarytointroducethegenderperspectiveatallstagesof education,fromchildhoodtohighereducation,whichwillvaluethestrengthsofgirls andwomenintheSTEMfields—aneducationaimedatinclusionofallgendersgrowing andrespectingeachother.Theseinitiativeswillnotbeabletosucceediftheviolence, harassment,professionalcontempt,anddiscriminationthatwomenendureinSTEM environmentsarenoteliminated.
AuthorContributions: Conceptualization,E.C.andE.C.-I.;methodology,E.A.,E.C.-I.andE.C.;software,E.C.andM.F.-D.;validation,E.A.andE.C.;formalanalysis,E.A.,E.C.-I.andE.C.;investigation, E.A.,E.C.-I.andE.C.;resources,M.F.-D.andE.C.;datacuration,M.F.-D.andE.C.;writing—original draftpreparation,E.A.,E.C.-I.andE.C.;writing—reviewandediting,E.C.,E.A.,E.C.-I.andM.F.-D.; supervision,E.C.andE.C.-I.;projectadministration,E.C.;fundingacquisition,E.C.Allauthorshave readandagreedtothepublishedversionofthemanuscript.
Funding: ThisworkhasreceivedfinancialsupportfromtheXuntadeGalicia—Conselleríade Cultura,Educación,FormaciónProfesionaleUniversidades(CentrodeinvestigacióndeGaliciaaccreditation2024–2027,ED431G-2023/04)andtheEuropeanUnion(EuropeanRegionalDevelopment Fund—ERDF).
InstitutionalReviewBoardStatement: Notapplicable.
InformedConsentStatement: Notapplicable.
DataAvailabilityStatement: Nonewdatawerecreated.
Acknowledgments: Weacknowledge:theCiTIUSforhostingtherepositoryofactivitiesinthe program Ainformáticaeavida;AdriánCordido,researcheroftheMedicineSchoolofYaleUniversity (USA)bytheinformationalvideoaboutgeneticdiseasesandresearchmethodologyinthebiomedical field;RosarioDomínguezPetitandSoniaRábadeUberos,researchersofSpanishResearchCouncil (CSIC)bytheinformationalvideoaboutthemanagementofmarineresourcesandtheresearch methodologyusedinfisherylabs;andthecommunicationareaofCiTIUS,AndrésRúizHiedra, SandraBlancoVázquezandNoeliaGallegoCampos,bythephotosoftheprogram.
ConflictsofInterest: Theauthorsdeclarenoconflictsofinterest.
Abbreviations
Thefollowingabbreviationsareusedinthismanuscript:
STEMScience,technology,engineering,andmaths ICTInformationandcommunicationtechnologies
AIArtificialintelligence
CTComputationalthinking
GPTGenerativepre-trainedtransformer
Notes
1 https://data.europa.eu/doi/10.2777/592260 (accessedon12June2025).
2 InformesobreEmpleabilidadyTalentoDigital2024.
3 ReddeUnidadesdeIgualdaddeGénerodeExcelenciaUniversitaria.
4 https://cifex.usc.gal/actividade/informe_fenda_salarial (accessedon12June2025).
5 https://unhaencadacole.gal/ (accessedon12June2025).
6 https://scratch.mit.edu/ (accessedon12June2025).
7 Guíaparadocentes:IntegracióndelaperspectivadegéneroenlasdisciplinasSTEMdeeducaciónprimaria.Link: https://inspirasteam.net/guias-docentes/ (accessedon12June2025).
8 https://tec.citius.usc.es/ainformaticaeavida/ (accessedon12June2025).
9 https://www.python.org/ (accessedon12June2025).
10 https://tec.citius.usc.es/ainformaticaeavida/que-e-a-intelixencia-artificial/ (accessedon12June2025).
11 SeeNote9.
12 https://citius.gal/news/news/citius-publishes-a-informatica-e-a-vida-workshop-to-promote-equality-in-technology-learning/ (accessedon12June2025).
13 https://oei.int/oficinas/secretaria-general/publicaciones/inteligencia-artificial-en-la-educacion-desarrollo-y-aplicaciones/ (accessedon12June2025).
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