Boosting girls’ STEAM talent and transforming the future with EITIC-EU

10/21/2026 admin

Scientific and technological vocations are built from childhood, in the classroom and with role models who inspire. Following the International Day of the Girl Child on 11 October, EITIC-EU turns the spotlight on girls’ talent and on how to support it.

A girl who programs a small robot, designs an app to improve her neighbourhood or presents her idea to the class is discovering more than a tool. She is discovering that science and technology are also her space. This discovery may seem simple, but it can make a difference in the decisions she makes years later.

Recognising this potential leads us to ask what we can do, as a society, to make sure no girl stops imagining herself as a scientist, engineer, programmer or tech entrepreneur.

Rights, education and opportunities

The International Day of the Girl Child has been celebrated every 11 October since 2012. It was established by United Nations General Assembly resolution 66/170, adopted on 19 December 2011. Its purpose is to recognise girls’ rights and to raise awareness of the barriers that still limit their development around the world.

These rights include access to quality education and to the same learning opportunities as boys. In an increasingly digital world, this also means being able to explore science, technology, engineering, the arts and mathematics free from stereotypes that tell them what they are or are not suited for.

The gap begins long before work

When people talk about gender inequality in STEAM careers, attention usually turns to the workplace. However, many of the first barriers appear earlier, at school. Small everyday moments influence girls’ confidence, how they take part in class and whether they dare to lead a science or technology project.

The data show this clearly. According to UNESCO’s report Technology on her terms (2024), women make up only 35% of STEM graduates worldwide, a share that has not changed in a decade. They also hold only around a quarter of jobs in science, engineering and ICT. The same report notes that this gap starts early, with the maths anxiety many girls feel from a young age.

The trend is similar in Europe. Eurostat data published in June 2026 show that women are the majority of people working in science and technology in the EU. Yet they account for only 40.8% of scientists and engineers, a figure that has barely changed over the last ten years.

Stereotypes also play a part. The idea that technology “is for boys” takes hold early and, if no one challenges it, shapes what a girl believes she can become. That is why the years between 10 and 16 matter so much. It is the stage when interests, academic self-esteem and first ideas about a future career take shape.

EITIC-EU, role models who lead the way

EITIC-EU is an Erasmus+ project co-funded by the European Union. It promotes access to STEAM careers among girls aged 10 to 16 and helps reduce the gender digital divide.

The project starts from a simple belief. Girls need to see women who already work, research and start businesses in science and technology so they can picture themselves in that place. That is why EITIC-EU highlights the success stories of women STEAM innovators and entrepreneurs. It also turns the message that “technology isn’t for girls” into one of inclusion and opportunity.

Building on an analysis of local contexts and on input from teachers and students, the project is developing a methodological framework for teachers. It is also creating open educational resources that any school can bring into its classrooms. These materials also foster an entrepreneurial culture and technology-based social innovation.

EITIC-EU’s resources are already being tested in European schools. In May 2026, the Greek school 1st EPAL Ymittou piloted two of them, Grace Hopper Debug Dash and Pitch Perfect Planet, with students aged 15 and 16. Every student completed the activities, a 100% completion rate. Teachers observed greater confidence and more balanced collaboration among the girls who took part.

The lesson is clear. When girls have the same opportunities to experiment, put forward ideas and lead teams, their relationship with science and technology changes. And that change begins in the classroom.