Sztuczna inteligencja i Internet rzeczy jako cyfrowe narzędzia motywujące dziewczęta do wyboru kierunków kształcenia związanych z nauką, technologią, inżynierią i matematyką.

<< Background >>The participating VET schools specialise in electronics, mechatronics, robotics and telecommunications. The reasoning behind their participation in the project can be presented in two aspects:- the necessity to update the curricula with regard to new technologies - Internet of Things (IoT) and Artificial Intelligence (AI); the developing AI is able to address the biggest challenges currently facing education and allows for the development of innovative teaching and learning methods.- the share of the female gender interested in technology in terms of careers is very low (less than 5%); a significant percentage of young people, especially girls, are not motivated to choose STEM-related majors; they find these specialities to be for boys, difficult or uninteresting.Our aim was to encourage girls into VET schools by creating 'MOTIVATING' demonstrators based on AI and IoT. We developed the AI4FEMALES methodology to motivate and inspire girls to choose a career in STEM. We intend to show how easy it is to use AI by breaking down gender stereotypes, providing role models, taking on the role of mentors who encourage girls and boys through appealing AI demonstrators.<< Objectives >>The development of AI and IoT, together with the need to include girls in traditionally male-dominated sectors, encouraged us to work on a new way of creating content to strengthen competence in VET education. We planned to achieve the following goals: - improving school curricula by including new content;- adapting the new content to the current educational system of vocational schools;- developing training materials which enable students to acquire knowledge, related to AI, that can be applied and used in their future careers;- broadening teachers' skills in the field of IoT and AI;- creating new competences for the future based on IoT and object connectivity;- creating an AI4FEMALES methodology to support girls in technical education;- promoting a non-competitive learning environment and motivating girls in STEM;- highlighting the role of girls in STEM VET schools;- challenging stereotypes among student teachers and their families;- inspiring young girls to study in STEM technical schools through role model education;- improving the acquisition of key skills and competencies in STEM technical schools for all students regardless of gender.<< Implementation >>The main project activity was intellectual work results - four such results were produced. Under result 3, the partners made demonstrators, for the construction of which, components were purchased under special costs. The costs of hosting and operating the open AIoT platform were also covered within these costs.5 stationary TPM meetings were held in partner schools, 2 were held at the leader's institution, and 3 meetings were held online. 7 LTTA mobilities were carried out:- 2 for staff: C1 - in Greece - AIoT technology, C2 - in Spain - AI4FEMALES methodology,- 5 for students and staff - to verify the content and solutions of the results and to improve them. An additional activity was the visit of partner schools, lower level schools. During these meetings, the results of the project work were shown, including the built demonstrators. All partners organised dissemination conferences, during which the results of the project were presented. In total, all conferences were attended by 261 domestic participants (190 were planned) and 68 foreign participants (30 were planned).Ongoing dissemination activities were carried out using websites, social media, etc.<< Results >>The 'AI4FEMALES' project has produced significant and measurable results, proving its effectiveness in promoting gender equality in STEM fields and challenging stereotypes. Teachers and students were trained in AI and IoT (7 training sessions). A project website was set up, giving access to the results: - Theoretical issues in Artificial Intelligence and Internet of Things (AIoT) adapted to VET school curricula.- Women/girls in STEM fields - education methodology. - Digital toolkit for appealing demonstrations for women/girls based on AIoT. - An educational platform related to AIoT and massive open online courses (MOOCs). The AIoT educational platform is complemented by an AIoT platform with its user manual. An e-tutorial for the APPINVENTOR application was produced. The project succeeded in moving from theoretical knowledge to practical learning by creating innovative teaching models and a MOOC e-learning platform. Access to digital tools and resources has been provided for teachers. It enables students to develop basic digital skills and prepares them for careers in new technology-based industries