Abstract:

Across Europe, participation in Information and Communication Technology (ICT) studies and careers remains significantly lower among female students than among male peers, despite the growing importance of digital skills in the global economy. In Spain, Portugal, and Bulgaria, this imbalance is especially visible in secondary education, where many girls disengage from technology-related subjects due to persistent stereotypes, lower confidence, and limited exposure to gender-sensitive learning environments. These challenges reflect broader issues linked to Gender and Equality in Education and the Digital Divide, which restrict equal opportunities in the digital era.

To design inclusive strategies that address these disparities, the LeadHER project consulted key stakeholders shaping girls’ experiences in ICT. Teachers, students, and women ICT professionals participated in interviews and focus groups, sharing perspectives, challenges, and expectations. This participatory approach generated valuable insights into the barriers limiting girls’ engagement as well as the systemic enablers that can support their motivation, learning, and career aspirations.

LeadHER, funded by Erasmus+ and implemented across Bulgaria, Portugal, and Spain over two school years, aims to reduce the gender gap in ICT literacy and careers through gender-responsive education and policymaking. Its goals include increasing girls’ exposure to ICT through inclusive pedagogy, strengthening their confidence and interest, and fostering supportive school environments that can promote long-term change. Key activities revolve around the LeadHER ICT Gender Balance Teaching Framework, which includes mentoring schemes, a Teachers’ Toolbox, and a Family and Community Engagement Programme.

The paper “Report on Bridging the Gender Gap in ICT: Insights and Strategies for Inclusive Education” presents findings from both phases of the LeadHER research: an international review and mapping of gender-related digital education initiatives, and an in-depth consultation with stakeholders across the three countries. The results offer a comparative overview of shared trends and national differences, providing evidence-based recommendations for schools, policymakers, and industry actors.

The study shows that the gender gap in ICT across Spain, Portugal, and Bulgaria is shaped by stereotypes, limited confidence among female students, and learning environments that are not yet fully inclusive. Stakeholders report that girls often lack female role models, receive less encouragement from families, and rarely experience teaching approaches that address gender bias. Although policies promoting digital skills are expanding, their implementation frequently lacks a gender-responsive perspective, leaving schools without adequate tools to ensure equitable opportunities.

Despite these challenges, the findings highlight clear opportunities for change. Stakeholders emphasise the importance of early, positive exposure to ICT; mentoring links between girls and women working in the sector; practical resources for teachers; and stronger engagement from families and communities. These strategies—central to the LeadHER framework—are viewed as realistic and effective across the participating countries. Overall, the results underscore the need for coordinated action among schools, communities, policymakers, and industry to ensure that female students can fully participate in and benefit from the digital future.

Keywords:

Gender gap, ICT, inclusive education, gender-responsive pedagogy.