Conference Agenda

STEM (Science, Technology, Engineering and Mathematics) careers are fundamental to technological, economic and social development worldwide, which is why the demand for professionals trained in these areas has increased significantly in the last decade. This study analyzes the evolution of undergraduate enrollment in general and in STEM careers in face-to-face mode in Ecuador from 2015 to 2023. Variables such as type of financing, geographic distribution, field of study and enrollment by sex are considered, both in general and by STEM careers. In addition, future enrollment in STEM careers by sex is projected for students from the country's Polytechnic Schools. In addition, the study analyzes the impact of the type of financing on enrollment. It is observed that public institutions concentrate the largest number of students in STEM careers, while private institutions have a lower participation in these areas. This suggests that opportunities for access to STEM education depend largely on government funding and support policies. One of the most relevant findings is the constant growth of engineering enrollment, which has remained between 15% and 16% of total students since 2016. On the other hand, enrollment in mathematics has experienced a considerable drop, going from 13.84% in 2015 to only 2.92% in 2023. In contrast, ICT degrees have shown significant growth, reflecting increasing digitalization and labor market demand in areas such as cybersecurity, artificial intelligence, and data analysis. Analysis by sex shows a persistent gender gap in STEM degrees.

The Positive Mental Health (PMH) is considered a fundamental part of Psychological well-being and emotional health. The current study approaches this f r o m t h e c o n t e x t of t h e w o r k s i t u a t i o n of future emineering graduates, with a focus on women in engineering. The objective of the study is to analyze the Positive Mental Health (PMH) in female engineering students in a work-place, evaluating the significant differences of gender between m e n a n d w o m e n . The population is located in an Institution of Higher Education (IHE) of the Northeast of Mexico, with a total sample of 2,132 students, formed by 636 women (29.8%) ans 1,496 men (70.2%). The sample is non-probabilistic for convenience, without random selection of it. The research focus is quantitative a n d a n d transversal with descriptive statistics a s type of research. The instrument used Positive Mental Health (Mty-Mx) by Hernández-Garza (2024) which consists in a survey of 102 items, on a Likert scale. The variables contained in the factors are six: F1 self-consciousness, F2 growth and self-actualization, F3 autonomy F4 stress resilience, F5 reality perception, F6 environmental domain.The findings reveal that women obtained a significant higher score in 53of the items in comparison with men who obtained a higher score only in 18 items the rest of the items do not present significant differences.

This study analyzes the impact of the Science Girl Camp program, implemented by Universidad Don Bosco in El Salvador from 2013 to 2022. It explores the existence of social and individual changes in the academic development of its participants. A mixed-methods approach was employed, using an intrinsic case study design. The self-designed survey was validated by six experts, and the pilot test demonstrated high reliability based on Cronbach’s Alpha and Donald’s Omega tests. This instrument was administered to a matched sample of 126 Science Girl Camp participants and an equal number of university students who did not participate in the program. Quantitative data were complemented with interviews conducted with participants, parents, and employers. The survey data were analyzed using Welch’s t-test, revealing statistically significant differences between both subgroups in the following key factors contributing to the program’s success: access to laboratories, exploration of technical and technological topics, academic guidance, increased confidence in personal abilities, and the development of teamwork and leadership skills. Additionally, the interviews corroborate the effectiveness of such initiatives in promoting the inclusion of women in STEM fields.

This study analyzes the impact of mentoring and support networks on self-regulation and self-efficacy in women engineering students. The data was collected through a survey and sentiment analysis of testimonies of graduates and students who have participated in these initiatives. The results show that women who participate in mentoring programs show higher self-efficacy and comparable self-regulation with those who did not participate in such programs. Both women who are mentors and non-mentors show commitment and a positive attitude toward learning. The students' testimonials about participating in a mentoring program show positive feelings with a focus on personal and professional growth, solidarity, and the empowerment of women in STEM fields. The results also suggest that women, especially those who participate in mentoring programs, show a proactive attitude towards learning, which can be linked to the support and guidance they receive through mentoring, reinforcing the importance of these programs in the empowerment of students in STEM environments.

In order to be able to propose any action to recruit female students in STEM programs, it is necessary to obtain a baseline with cross-referenced information that allows us to understand the behavior of this population in university higher education. In this article we present an analysis of the enrollment of male and female students in state and private universities. What has been the enrollment trend in a post-Covid-19 period. Finally, the distribution of students in science and engineering programs at the PUCP is presented.

The vertiginous advance of technology in today's world is considered an opportunity for the achievement of great transformations at the social and educational levels. These changes have diverse repercussions on the human beings who make use of them, which must be analyzed and investigated by this science. Therefore, this study focuses on identifying the use of technology through a validated instrument to measure the perspective of disability and gender, with special emphasis on the intersection between the humanization of technology, disability and gender to delve into the opportunities and barriers faced when trying to access and use this science. The methodology used was quantitative, combining theoretical and practical methods such as analytical-synthetic, inductive-deductive and expert criteria, as well as a survey of the population under study. The main findings in the research process included modifications based on feedback from participating experts, the grouping of variables into five dimensions and the demonstration of the instrument's consistency. As a result of the validation, substantial readjustments were made in the semantics, in the elimination of similar questions, in the transformation of the scale from dichotomous to ordinal variables and in its reorientation as a result of the data analysis carried out. The adjustment of the instrument ensures a better understanding of how technologies are implemented from the perspectives of disability and gender. Likewise, it is proposed as a valid resource for replication in other similar contexts, which will allow proposing policies and concrete actions in the application of scientific advances to vulnerable groups of people.

STEAM (Science, Technology, Engineering, Arts and Mathematics) education is crucial to addressing the challenges of the 21st century, such as innovation and sustainability. However, gender inequality continues to limit women's participation in these areas, which not only affects women themselves, but also the country's innovative potential. This study, part of the project "Closing Gaps from New Leadership", examines the perceptions of 127 teachers about STEAM education and gender barriers in the Ecuadorian educational context. The results reveal that lack of resources and gender stereotypes are significant obstacles. Additionally, the scarcity of female role models and perceived barriers negatively impact the inclusion of women in STEAM. The study highlights the need to integrate STEAM education from early stages, ensure its continuity at higher levels and promote inclusive policies. The teachers' recommendations include the implementation of mentoring programs, training on gender issues, and the formation of strategic alliances to overcome these barriers and promote greater equity in access and participation in these disciplines.