Empowering Girls in STEM

<< Background >>Research and reports in EU and overseas indicate clearly that there is an underrepresentation of girls and women in STEM fields. Despite the progress that occurred in the recent years, girls continue to be underrepresented in STEM subjects and related careers. This project aimed in promoting girls engagement in STEM related fields, to address persistent stereotypes and barriers that discourage girls from engaging in these fields. Teachers play a crucial role in shaping students' interests and attitudes towards STEM. We identified a need for targeted professional development programs that assist teachers who are interested in teaching STEM and raising awareness of the STEM benefits in social and economic progress in general. The project’s target was to educate teachers around STEM and to promote effective ways of teaching STEM that also foster an inclusive and gender-responsive STEM learning environment.Another crucial need was to sensitize everyone who has a direct relationship with education, i.e.political leadership, factors from society as a whole and of course the teachers about the importance and value of STEM education and help promote gender equality in STEM disciplines, thereby enhancing girls' participation in them.<< Objectives >>Our initial purpose was to promote Gender Equality in STEM, specifically, to reduce the gender gap in STEM fields by encouraging and supporting the participation of girls in STEM education and careers, addressing stereotypes and barriers to their participation. Additionally, an effort was made to improve the quality of STEM education by creating new teaching materials and methodologies that respond to both gender diversity and the different needs of students, with a greater emphasis on the participation of girls. There has also been an effort to empower teachers and equip them with the STEM skills, knowledge and tools needed to deliver gender-responsive and inclusive education, thereby creating an enabling environment for all students. We also tried to promote student participation and achievement, for example to increase their interest, engagement and high educational level in STEM subjects, especially for girls, through hands-on learning and promotion of female role models in STEM fields. Finally, we tried to create healthy relationships between partners, for long-term cooperation between educational institutions and organizations across the EU to continue promoting gender equality and upgrading STEM education.<< Implementation >>For the Student Attitudes Report, a survey was conducted exploring students' attitudes, perceptions and expectations about STEM. The research results contributed to the creation of educational materials as well as training and educating teachers in the subject.We developed STEM, material for students highlighting the work of women in STEM fields.We created an online material based on STEM methods to support teachers' teaching. We emphasized teaching methods that support gender equality, but also focus on new technologies such as VR/AR. and Applets.The teaching material developed was piloted in schools in both countries. Relevant presentations and discussions were held emphasizing the important work done by women in the field of STEM.We evaluated the CDP (Continuing Development Program) and the teaching material by administering questionnaires to teachers and by job shadowing. Thus, we evaluated the teaching modules effectiveness and proceeded in changes. We disseminated the results and findings of our project to a wide range of educators including lay teachers, developers, principals, and policy makers through a transnational conference, and the website.Also a book with the main outcomes was printed and disseminated<< Results >>The questionnaires given to the students gave information about their views on STEM fields and of obstacles faced by girls who want to work in this area. Afterwards, two teaching modules were created, with 4 lessons each one, emphasizing the work of female scientists and the use of digital tools. All these are included in the book we published.The CPD consisted of teacher training seminars in project’s subjects. At the end of the project, an international conference took place in Slovakia, attended by teachers, students and other stakeholders, from Cyprus and Slovakia. Finally, the foundations were laid for future cooperation in related branches of education. Appropriate posters and brochures were also created and were used at the conference.In the Pilot Implementation Report, the results from the implementation of the teaching modules in schools are given. At this point, the opinion of both students and teachers were taken into account. In the evaluation reports, we examined the effectiveness of the CPD, the teaching units, the questionnaires given to the teachers as well as the teaching observations made in the classroom. Lastly a book was written and published (online and as a hard copy) with the projects outcomes and theory