Abstract:

This paper explains the iterative process of formulating comprehensive guidelines for integrating a gender perspective into STEM (science, technology, engineering and maths) education. Recognising the need to address gender inequities in STEM education, the paper describes the collaborative efforts of educators, researchers, policy makers and stakeholders in developing evidence-based guidelines. Through a synthesis of empirical research, pedagogical frameworks and stakeholder perspectives, the paper outlines the multi-layered considerations and deliberations that underpinned the policy development process. It discusses key topic areas such as curriculum design, instructional strategies, assessment practises and professional development initiatives aimed at promoting a gender-equitable learning environment. In addition, the work explores the iterative nature of policy refinement through feedback mechanisms and ongoing evaluation to ensure relevance and effectiveness in different educational contexts. By documenting the policy development process, this work offers insights into the complexities and nuances of integrating gender perspectives into STEM education and provides a roadmap for educators and institutions seeking meaningful change towards gender equity in STEM education. This paper is the result of work on the Erasmus+ project GirlsGoSTEM.

Keywords:

Gender perspectives, STEM, guidelines, teaching, inequalities.