Abstract:

Women remain underrepresented across many undergraduate engineering programmes, where learners frequently encounter limited access to inclusive environments, visible role models, and supportive peer networks. These challenges affect self‑efficacy, identity formation, and persistence throughout STEM pathways. The International Summer Academy in Engineering for Women (ISAE4W) at the University of Applied Sciences Upper Austria was created to address these issues through a short, intensive, high‑impact learning experience that integrates hands‑on engineering practice with structured mentorship and intercultural collaboration. Since 2014, ISAE4W has connected more than 200 participants from over 45 countries and 80 academic institutions, primarily female engineering students aged 18–25, many of whom study in highly male‑dominated programmes. The academy combines hands‑on laboratories, interdisciplinary project challenges, mentorship from female engineers and researchers, intercultural teamwork workshops, and dialogues on the societal impact of technology. Its educational approach is grounded in experiential learning, self‑efficacy development, and the creation of psychologically safe communities of practice that value diversity and collaboration. Evaluation methods include pre/post reflections, end‑of‑programme surveys, facilitator observations, and alumni follow‑ups. Results consistently show increased confidence, stronger STEM identity, enhanced technical and transversal competencies, durable peer and mentor networks, and greater motivation to continue engineering studies. While selection effects and short duration limit the strength of causal claims, ISAE4W demonstrates how a carefully designed, inclusive, and experiential format can offer a scalable and transferable model for supporting women in undergraduate engineering. The programme contributes a meaningful piece to the broader ecosystem of actions needed to advance equity, and illustrates how intercultural female collaboration can shape the future of engineering education. The academy has effectively grown into a global micro‑network of emerging women engineers, many of whom stay connected for years after the programme, forming an international peer‑support and career network.

Keywords:

Female Engineers, STEM pedagogy, experiential learning, mentorship, international collaboration, life-long networks.