Programa del congreso

Financial literacy and education are critical in the digital age, given low global knowledge and a persistent gender gap. A key competence, often deficient in engineering students, it is vital for their potential in innovation and technological entrepreneurship. The research measured financial literacy and education in 565 UTB undergrads, with focus on the School of Engineering, Architecture, and Design (219) and gender. Results reveal low financial education: only 12.64% of women in this School had taken a course. In financial literacy, women showed a higher tendency to select "don't know" and fewer correct answers on key concepts; only 4.30% of the total sample answered all three correctly. Widespread financial knowledge deficit is confirmed at UTB. It is imperative that the School of Engineering, Architecture, and Design urgently integrates inclusive, gender-focused financial education strategies. This is vital to equip future professionals with responsible financial management skills, fostering their well-being and adaptability in the digital market.

This work presents a proposal currently under development, collaboratively built within the framework of the Gender Perspective Network of Engineering Faculties (Red de Referentes en Perspectiva de Género del CONFEDI). It highlights the visibility of women and gender-diverse individuals in the field of engineering. From a transfeminist, situated, and interdisciplinary perspective, the project outlines a digital platform aimed at fostering gender-aware learning spaces while documenting the diverse trajectories of engineering communities. The development is based on three epistemological axes: the social representations that shape normative models of success; the role of networks, community, and institutional cultures in shaping subjectivities; and the redefinition of engineering’s social role in the 21st century. In line with these axes, two interrelated instruments are proposed: an open-access repository of participatory educational workshops and a public history collection composed of voluntary audiovisual records. Both tools are currently in a design phase, guided by principles of flexibility, openness, and collaborative feedback. This initiative is framed as an ongoing action-research experience, committed to institutional transformation grounded in diversity, care, and epistemic justice. In the future, pilot implementations in selected faculties are planned to validate and strengthen the program’s relevance and scalability.

The low participation of women in engineering programs remains a significant issue in higher education, particularly in disciplines traditionally dominated by men, such as those related to science, technology, engineering, and mathematics (STEM). Despite institutional and societal efforts to close the gender gap, women continue to face multiple structural, cultural, and social barriers that limit their access, retention, and advancement in these fields.

In this context, this study focuses on analyzing the evolution of female enrollment in engineering programs offered by the Centro Universitario Tecnológico (CEUTEC), Tegucigalpa campus, during the period 2015–2024. Additionally, it specifically examines the experiences of students enrolled in the Logistics Management Engineering program, aiming to identify the factors that influence their choice of career, the challenges they face, and the strategies that could promote greater female participation in this field.

The analysis is based on quantitative enrollment data, as well as qualitative and quantitative information collected through surveys administered to active students in the first semester of 2025 in the Logistics Management Engineering program. Through this mixed-methods approach, the study seeks to provide evidence to guide more inclusive institutional and educational policies, fostering greater gender equity in the field of engineering.

This article presents the findings of a data analysis conducted over the past ten years on students who graduated with honors from the Faculty of Engineering at the Universidad Católica Boliviana San Pablo, La Paz campus. The general statistics reveal an ideal gender balance, reinforcing the principle of equal capabilities between men and women. However, a more in-depth analysis uncovers specific variables and recurring regional patterns in the choice of academic programs within STEM fields—such as the tendency of women to favor disciplines involving greater interpersonal interaction, and the persistently low female representation in fields such as civil engineering. These findings provide a foundation for developing targeted criteria to promote gender equity in academic excellence, taking into consideration the unique characteristics of each engineering program, as well as recruitment strategies, academic monitoring, and faculty mentorship

Abstract:

STEM disciplines are essential for modern society and the jobs of the future, yet women remain significantly underrepresented in these fields worldwide. In engineering, only 20% of graduates are women and less than 2% are women of color, with limited presence in leadership roles in technology and infrastructure. Women face significant barriers to entering and remaining in STEM, such as balancing multiple roles and the misconception that their empathy reflects a lack of authority. This article examines gender equity in STEM, highlighting best practices, mentoring, role models, and the impact of policies and organizational culture, while presenting successful cases. The conclusions emphasize the need for transformative actions and joint efforts among policies, organizational culture, family, and the educational and business sectors to overcome gender inequalities in STEM.

Gaps in awareness, training, and access to resources regarding gender equality are persistent problems in education and the workplace. These gaps are exacerbated by a lack of information, cultural biases, and poor education, which prevent equitable development. The absence of effective awareness and training strategies exacerbates the problem, leaving many people without the knowledge necessary to address gender inequalities.
To address this situation, it is crucial to analyze its causes and propose solutions. Research based on a review of articles, standards, and school programs, together with surveys of TESCI students on access to resources for gender equality training, reveals the need to implement models that strengthen equality.
Although some models exist, they are not sufficient to motivate students to reduce these gaps. The main barriers identified are lack of dissemination, absence of clear information, and scarcity of teaching materials. It is imperative to develop more inclusive and accessible awareness-raising resources tailored to the specific needs of the student community.
Continuing education on gender equality is strongly recommended to close these gaps. The commitment of the entire student community is essential to transform gender equality from an obstacle to a reality, fostering an environment of inclusion, respect, and freedom from discrimination, thereby promoting equal access for al