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Assessing the Effects of Educational Policies, Teachers' Gender-Sensitivity and Technological Integration on STEM Gender Gaps

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Title: Assessing the Effects of Educational Policies, Teachers' Gender-Sensitivity and Technological Integration on STEM Gender Gaps
Language: English
Authors: Samina Zamir (ORCID 0000-0002-3342-6214), Babar Nawaz Abbasi (ORCID 0000-0002-2298-339X), Zhencun Wang
Source: European Journal of Education. 2026 61(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: STEM Education, Gender Differences, Educational Policy, Teacher Attitudes, Gender Issues, Technology Integration, Disproportionate Representation, Teacher Characteristics, Student Characteristics, Mathematics Education, Science Education
DOI: 10.1111/ejed.70370
ISSN: 0141-8211
1465-3435
Abstract: Despite increasing attention to gender disparities in STEM, there remains a lack of research exploring how educational policies, teacher gender sensitivity and technological integration specifically interact to influence these gaps. Hence, this study intends to examine the effects of educational policies, teachers' gender sensitivity and technological integration on STEM gender gaps, drawing on data from the TIMSS 2019 survey. A random-effects generalised least squares (RE-GLS) model is employed to analyse the data. The findings indicated significant gender disparities in mathematics and science scores, with male students achieving higher scores than their female counterparts. Furthermore, educational policies such as the official regulation on students' age of entry to primary school, policy resistance over time, the nationally mandated number of school days per year, the promotion and retention policy across grades, and the presence of national curriculum guidance documents for early childhood education and development (ECED) or pre-primary education (PPE) programs are influencing the mathematics and science performance of students, particularly males. Moreover, female teachers are more likely to encourage the mathematics and science scores of male students, while male teachers have a greater influence on the mathematics and science scores of female students. In addition, integrating computers, the internet and educational technology into mathematics and science teaching is influencing the performance of both male and female students in these subjects.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497815
Database: ERIC
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  Data: Assessing the Effects of Educational Policies, Teachers' Gender-Sensitivity and Technological Integration on STEM Gender Gaps
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  Data: <searchLink fieldCode="AR" term="%22Samina+Zamir%22">Samina Zamir</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3342-6214">0000-0002-3342-6214</externalLink>)<br /><searchLink fieldCode="AR" term="%22Babar+Nawaz+Abbasi%22">Babar Nawaz Abbasi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2298-339X">0000-0002-2298-339X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zhencun+Wang%22">Zhencun Wang</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Despite increasing attention to gender disparities in STEM, there remains a lack of research exploring how educational policies, teacher gender sensitivity and technological integration specifically interact to influence these gaps. Hence, this study intends to examine the effects of educational policies, teachers' gender sensitivity and technological integration on STEM gender gaps, drawing on data from the TIMSS 2019 survey. A random-effects generalised least squares (RE-GLS) model is employed to analyse the data. The findings indicated significant gender disparities in mathematics and science scores, with male students achieving higher scores than their female counterparts. Furthermore, educational policies such as the official regulation on students' age of entry to primary school, policy resistance over time, the nationally mandated number of school days per year, the promotion and retention policy across grades, and the presence of national curriculum guidance documents for early childhood education and development (ECED) or pre-primary education (PPE) programs are influencing the mathematics and science performance of students, particularly males. Moreover, female teachers are more likely to encourage the mathematics and science scores of male students, while male teachers have a greater influence on the mathematics and science scores of female students. In addition, integrating computers, the internet and educational technology into mathematics and science teaching is influencing the performance of both male and female students in these subjects.
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      – SubjectFull: Gender Differences
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      – SubjectFull: Educational Policy
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Gender Issues
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      – SubjectFull: Technology Integration
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      – SubjectFull: Disproportionate Representation
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      – SubjectFull: Mathematics Education
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      – SubjectFull: Science Education
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      – TitleFull: Assessing the Effects of Educational Policies, Teachers' Gender-Sensitivity and Technological Integration on STEM Gender Gaps
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