The European Commission’s 2021 Women in Digital Scoreboard found a significant gender gap when it came to specialist digital skills, with women representing just 19% of information and communications technology (ICT) specialists and only around one third of science, technology, engineering and mathematics (STEM) graduates. More challenging still, those figures were stable over the previous few years, suggesting progress was not being made.
Getting more women into the digital skills market would not only benefit gender equality, but it is also good for the economy. According to a study by McKinsey, if Europe were to increase the share of women working in technology to about 45%, the gross domestic product could increase in turn by as much as €260-600 billion. Additionally, according to a whitepaper published by the European Parliament , the EU would gain approximately €16 billion annually if women with existing ICT degrees stayed in their jobs. With such strong social and economic benefits, it seems clear that Europe should invest in girls’ STEM and ICT education.
Girls Go Circular levels the playing field
Launched in 2020, Girls Go Circular is answering the call with an online training initiative that aims to level the playing field and get more girls into STEM and ICT. The programme targets students aged 14-19 across Europe and is a European Institute of Innovation and Technology (EIT) Community initiative coordinated by EIT RawMaterials to close the gender gap in these historically male-dominated subjects. In just four years, the initiative has equipped over 45,000 schoolgirls with digital and entrepreneurial skills centred on the circular economy.
“Girls Go Circular for me is a very important programme because it encourages girls to do what they want, it makes them more confident to pursue a STEM career,” said Greek university student Kelly Papadopoulou who successfully completed the training in high school.
The online platform offers a variety of modules, co-created by EIT Knowledge and Innovation Communities, allowing learners to choose based on their interests and complete at a pace that suits them. EIT Urban Mobility, as part of the programme, developed courses centred on sustainable mobility and creating more liveable cities. One such course, ‘Sustainable Mobility for Circular and Inclusive Cities,’ explores ways to enhance urban mobility systems through circular and equitable planning. It provides learners with insights into related environmental and societal challenges, demonstrating how sustainable mobility can address these issues.
Inspiring passion
The teaching methodology follows a learning-by-doing approach, engaging students in hands-on activities such as conducting research and taking part in entrepreneurial role playing. Learners are asked to use their new knowledge of the circular economy to develop their own solutions. For example, in the Smart and Healthy Cities course developed by EIT Urban Mobility and EIT Health, students are asked to act as consultants for the city of Barcelona. They have to perform an analysis of the environmental stressors around schools in different districts and give recommendations for urban design and mobility solutions to transition to a healthier environment. While solving the challenge, they are also introduced to coding and machine learning concepts. Through such activities, Girls Go Circular empowers participants to improve their digital and entrepreneurial skills, which learners find particularly valuable.
“I really like how it applies the theory into practice, which for me is the most important part of learning,” Papadopoulou reported. “It made it clear for me that I wanted to study Electrical and Computer Engineering.”
As the only girl in her high school STEM class, participating in the Girls Go Circular programme encouraged Papadopoulou to continue to pursue her passion for the subject in university. “I always loved physics. I think I just always liked how physics can explain almost everything that we do in our everyday lives,” she explained.
Bridging the gap
“Technology can help women and young girls discover their potential, so it is crucial for everyone in society to have equal access and chances to explore that,” said Evgenia Moysidou, a secondary education teacher at Platon School in Katerini, Greece, where students are participating in Girls Go Circular.
Through the initiative, participating students at the school have gained confidence in subjects traditionally dominated by boys, free from stereotypes and competition between genders. Overcoming these traditional hurdles allows girls to dream bigger and nurtures their greater ambitions, leading to more women and girls making much-needed contributions to the digital and green transition.
“I wanted to be involved and explore different possible ways to solve some of the major problems the environment is facing right now,” said Maria, one of Moysidou’s students who is enrolled in the programme.
Future changemakers
Girls Go Circular graduate Kelly Papadopoulou believes the programme has the power to get more girls ready for a career in STEM, and she herself is taking the lead to make that future a reality. “I am a mentor now for the students that are doing Girls Go Circular, and I absolutely love it. Giving this opportunity to other students to also do the modules and to be a part of the programme, that’s very important for me,” she said.
From its initial pilot phase in six countries, Girls Go Circular has steadily grown to a presence in more than 30 countries across Europe. Learning materials are available in 24 languages, including Ukrainian to support learners in the country whose education was impacted by Russia’s invasion. Across Europe, Girls Go Circular currently boasts more than 100,000 registered users.
“Technology is having a huge impact in our society in many different ways, including gender equality. Educational technology can really be a game changer when it comes to encouraging girls into STEM,” Papadopoulou explains. She looks forward to opening her own circular economy company and working on climate issues after she graduates university. “I really think that if we all work together, we can really make a change.”
