Where are the girls? reflections on gender and technology education.

Other text in scientific journal, 2025

This is an editorial piece and highlights the persistent gender imbalance in technology education, where boys continue to dominate classrooms worldwide. It challenges the notion that girls are inherently “less interested” in technology, arguing instead that interest develops through access, recognition, and opportunity. The author calls for research that moves beyond describing gender differences to examining how they are socially produced and sustained. By drawing on gender and critical theory, researchers can better explore belonging, identity, and systemic barriers. Ultimately, the essay urges a shift from “fixing the girls” to transforming educational conditions so all students can see themselves as capable participants in technology.