Gender-inclusive tech integration shapes future of STEAM classrooms

Interestingly, female students enrolled in the course at a higher rate than expected, comprising 67% of participants despite mathematics and science teacher training in Austria typically being more gender-balanced. This higher participation challenges assumptions about female underrepresentation in technology-focused education and suggests growing confidence and interest among women in integrating digital tools into teaching practices.

Digitalization is transforming today’s classrooms, but ensuring equitable access to technology across genders remains a critical concern. Classrooms are rapidly embracing tools like 3D modeling and printing (3DMP) to develop essential 21st-century skills, but concerns persist about whether gender stereotypes might still influence who uses these technologies and how effectively they are applied.

Now, a new study provides optimistic evidence that the gap may be narrowing. The research titled “Fostering the Four C’s: A Gendered Perspective on Technology Use in STEAM Education”, published in Education Sciences, systematically evaluates how male and female pre-service mathematics teachers integrate 3D technologies into educational projects, and the findings challenge long-held assumptions about gender disparities.

The study, led by researchers from Johannes Kepler University and other European institutions, analyzed over 100 project documentations developed by Austrian university students enrolled in a 3D modeling and printing course. The aim was to determine whether male and female future educators fostered creativity, collaboration, communication, and critical thinking, the so-called Four C’s, differently when designing STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning experiences.

Does Gender Influence How Future Teachers Use Technology to Foster the Four C’s?

Analyzing the results of 106 documented 3DMP projects, the researchers found minimal gender differences in how male and female pre-service teachers incorporated the Four C’s into their designs. Both groups demonstrated similar engagement in promoting creativity, collaboration, communication, and critical thinking through their projects, suggesting that stereotypes about technology being a male domain are increasingly outdated in the new generation of educators.

Quantitative data revealed that the mean scores across the Four C’s categories were nearly identical between genders. Male participants averaged slightly higher in technical design tasks, while female participants showed a broader thematic range in project topics, incorporating more artistic and real-world applications. However, these differences were minor and did not translate into disparities in the quality or educational value of the projects.

Interestingly, female students enrolled in the course at a higher rate than expected, comprising 67% of participants despite mathematics and science teacher training in Austria typically being more gender-balanced. This higher participation challenges assumptions about female underrepresentation in technology-focused education and suggests growing confidence and interest among women in integrating digital tools into teaching practices.

What Role Does 3D Modeling and Printing Play in Bridging Gender Gaps in STEAM Education?

3D modeling and printing (3DMP) were found to be highly effective tools for creating transdisciplinary learning experiences that blend technical, artistic, and mathematical skills. Projects designed by both male and female participants frequently integrated elements from multiple STEAM fields, combining creative design with engineering principles, mathematical modeling, and visual arts.

Students developed projects such as custom-designed puzzle games, geometric jewelry, and mathematical visualization tools like sine curve templates. These projects not only demonstrated technical proficiency but also fostered problem-solving, innovative thinking, and cross-disciplinary creativity—all hallmarks of STEAM education.

The gender analysis further revealed that both male and female participants gravitated toward using 3DMP for real-world problem-solving. However, female students were slightly more inclined to select topics with direct connections to arts and personal expression, while males tended to cluster around projects emphasizing geometric construction and mathematical proofs. Still, the overall spread was broad, and both genders successfully utilized 3DMP to bridge STEM and arts in authentic, meaningful ways.

The study underscores that when pre-service teachers are introduced to emerging technologies in an inclusive, supportive educational environment, such as one grounded in frameworks like Technological Pedagogical Content Knowledge (TPACK), gendered differences in technology adoption largely diminish. 3DMP, by its interdisciplinary nature, appears particularly well-suited to creating gender-neutral opportunities for developing technical and creative competencies.

How Can Teacher Education Programs Leverage These Findings for Future STEAM Classrooms?

The findings carry significant implications for the design of teacher education programs aiming to foster equity and inclusion in technology use. The researchers recommend embedding hands-on, interdisciplinary technology projects like 3DMP exercises into teacher training curricula to cultivate the Four C’s and technological self-efficacy among all students.

Crucially, the study suggests that teacher preparation programs do not need to create explicitly gender-differentiated courses to achieve equitable outcomes. Instead, well-structured, inclusive activities that inherently combine creativity, critical thinking, communication, and collaboration, alongside technical training, can naturally close gender gaps in technology engagement.

Moreover, the study’s qualitative data highlight that both male and female participants recognized the importance of using 3DMP not merely as a technical tool but as a vehicle for connecting mathematical concepts to tangible, relatable experiences for students. By modeling how technology can serve broader educational goals, pre-service teachers demonstrated an understanding crucial for advancing inclusive STEAM education.

The broader societal impacts are notable too. With previous research linking teachers’ attitudes and competencies to students’ own engagement with STEM and STEAM subjects, increasing technological confidence among both male and female educators could have a cascading effect in closing gender gaps in student career interests and achievement over time.