The Latin American and Caribbean (LAC) region faces a significant challenge in achieving Sustainable Development Goal (SDG) 5 within the engineering field due to the persistent and pronounced gender gap. Closing this gap requires the implementation of policies and programs that comprehensively, systematically, and sustainably address its underlying causes supported by robust research. This paper aims to identify key findings from a hermeneutic review of 364 documents concerning gender policies, initiatives, and studies related to diversity, equity, and inclusion (DEI) in Engineering in the region. The goal is to formulate recommendations for developing public and educational policies, initiatives, and new evidence related to the gender perspective in engineering. The recommendations emphasize the need to create regionally focused programs and public policies, establish institutional systems that strengthen female participation in Science, Technology, Engineering and Mathematics (STEM), and address the social and structural roots of the gender gap. The analysis highlights the importance of integrating a gender perspective into engineering education from early childhood and throughout the entire educational trajectory, as well as the need to strengthen regional alliances to tackle gender disparities in LAC. Additionally, it advocates for the development of qualitative and quantitative research programs that generate evidence for formulating public policies, initiatives, and educational strategies focused on DEI. In conclusion, while significant challenges remain in achieving SDG 5 in the region, there is a substantial knowledge base that can guide progress towards a more equitable future in engineering.

Although there is a greater number of women with access to education, and greater persistence and graduation in the different engineering programs and fields, it is still necessary that the education received by all students, men and women, allows them to develop their cognitive, social and professional potential under equal conditions. This requires an engineering education with pedagogical models, curricula and teaching practices that are transversal to the demands of an education that considers the particularities and needs of male and female students. There must also be a gender-sensitive approach that recognizes the existence of stereotypes and mental and cultural models that are consciously or unconsciously present in the educational environment and need to be identified. For the above, six strategies are proposed: training and policies promoting gender equality, management and socialization of knowledge, communication and dissemination, data processing and management, transforming teaching for gender equality, and evaluation of results and impact of the strategies through specific indicators, for higher education institutions with engineering programs.The strategies are the result of a review and analysis of the literature and the compilation of experiences and practices that promote and motivate the implementation of the gender approach in the training processes of engineering programs. The article aims to guide the institutionalization of the gender approach in the education of engineering programs through the implementation and evaluation of the proposed.

The Gender equality and women´s empowerment is one of the global challenges defined by the United Nations. As institutions of higher education, we have made a commitment to these objectives and to promote gender equity in engineering, science and technology programs, where the gap is one of the most evident, both in terms of vocations, students and professionals in companies. As a way of ratifying this commitment, the OAS invites organizations to generate proposals that can be presented at meetings where Latin American representatives make decisions for the benefit of our communities. The design of participatory processes with clear objectives, with logistics and facilitators, from organizations committed to fostering a culture of gender equity and increasing women's participation in STEM areas, frame this research. The objective is to share the participatory process of designing initiatives as a case study, where people from universities in LATAM are involved with hybrid sessions (digital and face-to-face). A common design, and a particular development by work table according to the line of interest of the proposals, allow to observe and provide recommendations for similar future exercises.The results allow to consider common elements such as: the passion and commitment of the participants in the subject, the difficulty of mixing the type of interaction, mixing face-to-face with digital environments, and the clear identification of common projects, which arose from different people, and when they shared their proposals was seen how they were aligned to a common goal.

Women continue to be underrepresented in STEM fields globally due to multiple reasons, including gender stereotypes, reduced women’s self-efficacy in math skills, and work-family balance preferences. This study gender stereotypes and gender role beliefs on engineering students, as well as their educational experiences and career expectations. The research was conducted at a private university, and 381 responses from engineering students were analyzed. The survey assessed students' perceptions of STEM careers, their value in these fields, and their expectations for success in STEM careers. Results revealed that women generally exhibited more positive perceptions of STEM careers, valued STEM fields more highly, and anticipated more success than men. Additionally, the study identified prevalent gender stereotypes. It highlighted the need to address gender-specific factors to promote gender parity in STEM education.