This study explores how international mobility programs can enhance leadership in female engineering students, focusing on a case study that connects Colombia and Spain. We inquired about the participation of female STEM students from the Universidad Tecnológica de Bolívar (UTB) in Colombia in an exchange program with the University of Salamanca in Spain, evaluating the impact on their skills and professional development. A qualitative methodology was used for the study, employing a focus group as a data collection technique to obtain a comprehensive view of the students' experience. The results show that international mobility not only improves technical competencies but also strengthens power skills such as intercultural communication, adaptability, and critical thinking. In addition, an increase in students' confidence and motivation to take on leadership roles in their disciplines was observed. Student testimonials on the impact of this experience reflect mostly positive feelings and emotions such as inspiration and satisfaction. This study highlights the importance of academic exchange programs as effective tools for the comprehensive development of female students in STEM, promoting a more globalized and equitable education. The findings suggest that educational institutions should actively encourage and support their students' participation in international programs to maximize these benefits.

Abstract-Engineering is fundamental for technological development and the solution of human needs. However, a gender gap persists in STEM careers, especially in Latin America. However, although there is a high proportion of a woman in university education, their presence in STEM areas is minimal, due to cultural and social factors where the concentration of knowledge is in the hands of men, because in many countries there are still prejudices about the fact that women study science and can work in these areas. The objective of this article is to analyze the inequalities between men and women in STEM careers in the Colombian Caribbean region. The methodology used in this research consisted in the collection of data and information from higher education databases (SNIES), for subsequent comparison, obtaining as results a lower proportion of women enrolled 29% and graduates (34%) in engineering in the aforementioned region, a comparison that was even more affected during the pandemic. Although there has been progress, inequalities still persist that require strategies to retain women in these careers and address the factors that affect their participation. It is recommended to conduct studies on participation in STEM areas, promote the visibility of women engineers, provide guidance to girls, implement retention strategies and foster a culture of equality in the academic environment.