Designing a pedagogical approach for gender-inclusive STEM education: engaging young women in robotics through Arduino

This study explores the intersection of technology, education, and gender, emphasizing the role of robotics and programming in promoting the inclusion of young women in STEAM (Science, Technology, Engineering, Arts, and Mathematics) careers. Conducted as part of the Science and Technology for Women’s Rights Project (FAPERJ), this initiative engaged high school students from Duque de Caxias, Brazil, in the development of a water level monitoring system using Arduino technology. The project aimed to introduce students to programming and electronics and to encourage reflections on gender disparities in access to water and sanitation, demonstrating how technology can address real-world environmental and social issues. Women are disproportionately affected by water scarcity and inadequate sanitation, as they are often responsible for household water collection and management. Rosa, Guarda and Alves (2019) highlight that the time women spend on these activities could otherwise be allocated to education and income generation. In the context of Duque de Caxias, where many homes lack regular water supply, this project sought to empower students through technology, fostering innovative and accessible solutions to environmental challenges. The Arduino platform was chosen for its open-source, low-cost, and widely adopted nature, making it an effective tool for teaching electronics and programming. Students were provided with a complete kit, including an Arduino UNO R3 board, sensors, LEDs, potentiometers, jumpers, and resistors, allowing them to build and test their own water monitoring systems. The project also incorporated TinkerCad, an online simulation tool, enabling students to experiment with circuit design before working with physical components. Programming was introduced using Arduino IDE, where students learned to write and upload C++ code to control their devices. The pedagogical approach was participatory and interdisciplinary, involving both students and teachers. To ensure effective implementation, teachers participated in preliminary training workshops at UERJ/FEBF, equipping them with the necessary skills to support students in their learning process. The instructional design followed a structured sequence of three main phases. In the first phase, known as Blink, students were introduced to the fundamentals of Arduino components and circuitry, constructing a simple LED blinking system using simulation software. The second phase focused on critical discussions about the right to clean water, connecting practical activities to broader social and environmental justice themes. In the final phase, students developed the water level monitoring system, integrating sensors and programming logic to indicate whether a reservoir was full, half-full, or empty through LED signals. The results of the project were highly positive, both in terms of technical learning and student engagement. Prior to the project, 88% of students had never participated in digital technology projects, and 94% had no previous experience with programming. By the end of the program, 80.43% rated the Arduino learning experience as excellent, and 78.26% expressed satisfaction with the water monitoring system development. Furthermore, 86.96% of participants indicated a strong interest in engaging in future robotics and programming initiatives, highlighting the potential of hands-on, student-centered learning to foster interest in STEAM fields among young women. The study also highlights the role of curriculum design in addressing gender disparities in science and technology education. It was observed that students in teacher training programs (Normal Course – Secondary-Level Teacher Education) receive limited exposure to practical technology applications, as their curriculum reduces mathematics and science coursework in favor of more theoretical educational technology components. This structural gap in the New Brazilian High School Curriculum may contribute to the underrepresentation of women in STEAM careers. The research underscores the need for curricular reforms, including increased laboratory infrastructure, access to coding and robotics courses, and interdisciplinary projects that merge technology with real-world applications. This study demonstrates that robotics education can serve as a powerful tool for promoting gender equity, providing students with technical skills, confidence and agency. Open-source technologies like Arduino enable young women to experiment, create, and engage with complex scientific concepts in an accessible manner. 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