Young people up to the age of 21 are eligible to take part. School pupils must be in at least Year 4, whilst university students may be in no later than the first year of their first degree. Apprentices are also eligible to participate. The competition is divided into two age groups: ‘Jugend forscht junior’ is aimed at school pupils from Year 4 up to the age of 14, whilst ‘Jugend forscht’ is for young people aged 15 to 21. Participants may work alone or in teams. A prerequisite is the submission of a specific project in which a scientific question is formulated, experimentally investigated and documented.

The competition round begins every year in the summer. After selecting a topic and preparing their projects, participants must register their work online by 30 November. This is followed by the submission of a written report setting out the research question, methods, results and conclusions. The competition is then organised in several stages: in the regional competitions, all projects first compete at regional level. The regional winners qualify for the state competition in their respective federal state. The state winners then compete against one another in the national final at the federal competition.

During the competitions, participants present their projects at an exhibition stand and present them to the jury. The assessment is based on several criteria, including scientific quality, the originality of the work, as well as the presentation and the ability to explain the project. Over the decades, ‘Jugend forscht’ has developed into an important platform for young scientists. Many former participants have gone on to pursue careers in science, research or technology companies.

One example of the practical implementation of the competition at regional level is the 2026 “Jugend forscht” regional competition at Rosenheim University of Applied Sciences. The university organises the competition in collaboration with the Seeoner Kreis regional business association, thereby providing a platform for young talent from the region. The competition took place on 25 and 26 February 2026 and brought numerous school pupils from Upper Bavaria and neighbouring regions to Rosenheim. In 2026, more than 80 school pupils took part in the regional competition with over 50 research projects. The competition was also characterised by a high number of new participants: according to the competition organisers, around three-quarters of the pupils were taking part for the first time . This underlines the competition’s great appeal and growing importance in the region.

The projects covered various subject areas – from biology and physics to computer science and engineering. A total of eight projects qualified for the state final in Bavaria after being awarded first prizes by the jury.

Among the award-winning projects were, for example:

• a project on fluorescent chestnuts and potential applications in the field of biology
• a study on the structure of snake skin
• a project on electromagnets and permanent magnets in the field of physics

In addition to the first prizes, special prizes were also awarded, for example for distinctive scientific approaches or innovative methods. Furthermore, the jury nominated a school from the region for the ‘Bavarian Research School of the Year’ award. For Rosenheim University of Applied Sciences, hosting the competition offers the opportunity to introduce young people to science and technology at an early stage. At the same time, the pupils gain an insight into a university environment and can present their projects to an expert jury. In the broader context of STEM education, “Jugend forscht” fulfils several important functions: it promotes competition and scientific thinking, independent work and problem-solving skills. It also provides a platform where young talents can present their ideas publicly and receive feedback from experts. Finally, it strengthens the links between schools, universities, industry and research institutions.

Particularly at a time of growing demand for skilled workers in technical and scientific fields, the promotion of young talent plays a central role. Competitions such as “Jugend forscht” therefore make an important contribution to securing innovation and scientific progress in Germany in the long term.

Photo: copyright of Janine Jess/TH Rosenheim

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Partners worked intensively on several work packages, including:

1. What Does and Does Not Work,
2. Engagement Strategies and Techniques Used in Teaching Informatics and Computer Science
3. Dissemination and Communication activities.

The discussions focused on analysing current initiatives, identifying effective engagement approaches, and planning the next steps for developing evidence-based recommendations.

The programme also included a short visit to the iconic Oodi Central Library, a space that perfectly reflects the importance of open knowledge, innovation and community engagement.

In the afternoon, partners continued their work on project coordination and internal reporting, followed by a joint reflection session summarising key insights and defining the next steps for the coming months.

Two intensive days of collaboration, ideas and shared commitment to supporting girls’ participation in ICT and shaping more inclusive digital futures across Europe.

A big thank you to Xamk – South-Eastern Finland University of Applied Sciences for the excellent organisation and for hosting such a productive meeting.

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The programme included a workshop within Engagement Strategies and Learning Approaches, where partners worked together on activities aimed at better understanding how to create more inclusive and engaging informatics education.

Participants also had the opportunity to discover the work of Meduusa Studios, including an inspiring case from the Poikilo Museum, showing how creative technologies and digital storytelling can support cultural and educational innovation.

The day continued with a session connecting the project with Xamk Game Design students, creating a space to discuss how HER TECH ideas and results can reach and inspire the next generation of digital creators.

In the afternoon, partners visited the Synergia Center, a co-working and innovation hub where Xamk researchers and stakeholders collaborate on current R&D projects, offering valuable insights into ongoing initiatives and possibilities for future cooperation.

A productive and inspiring day demonstrating how research, creativity and education can come together to shape more inclusive digital futures.

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The data from Italy is clear: it’s not only mentoring, but isolated “heroic” actions by individuals are not enough as well. To correct the imbalance, we need to treat gender inequality as a structural institutional issue rather than a “deficit” in women’s confidence or skills.

The Life Cycle of Inclusion: Italy’s Strategic Roadmap for Women in Tech

In the quest to close the gender gap in ICT, we often fall into the trap of thinking one-off workshops or a single inspirational speech will do the trick. However, the latest research into Italian best practices suggests that success lies in a triple-threat approach targeting three distinct phases of life: adolescence, higher education, and professional career.

1. Adolescent Girls: Sparking Interest Without the Pressure

For girls aged 7–17, the social environment—parents and teachers—is the ultimate influencer. Policy makers have little direct “street cred” here; the change happens at home and in the classroom.

The “Play” Factor: Tech shouldn’t feel like a high-stakes exam. Best practices show that early, non-competitive, and playful exposure to coding reduces the fear of failure before stereotypes can take root.

Relatable Mentors: Adolescents don’t necessarily need a Nobel Prize winner as a role model. They need someone “close in age” or background whose path feels attainable—a motivator who “walks alongside” them rather than an intimidating instructor.

2. Higher Education: Fighting the “Impostor” in the Room

Once in university, the challenge shifts from interest to retention. Even high-achieving women in STEM report high levels of “Impostor Syndrome” in male-dominated faculties.

The Social Why: Women are significantly more likely to stick with ICT when the curriculum is application-oriented. Linking code to sustainability, health, or social innovation makes the abstract “tech” meaningful.

The Industry Bridge: Structured collaborations between universities and companies (internships and industry-led workshops) help students visualize a concrete future, reducing the “uncertainty tax” that often leads to dropouts.

3. Professional Life: From Projects to Policy

In the workplace, the strongest enabler is Institutional Anchoring. If gender equality is just a “side project” or a “diversity month” initiative, it will fail. It must be embedded in the organization’s DNA.

Inclusive Leadership: It is time to challenge the “24/7 availability” culture. Leadership models that are compatible with caregiving responsibilities don’t just help women; they create a healthier environment for everyone.

Accountability: Moving from formal compliance to substantive accountability via Gender Equality Plans ensures that gender balance is a formal objective, not a polite suggestion.

A Note on Mentoring: Across all levels, mentoring remains a 4/5 rated strategy in Italy. However, the role of the mentor evolves: for a 12-year-old, the mentor is a cheerleader; for a university student, a navigator; and for a professional, a sponsor who opens doors to leadership.

The “software” of gender bias is deep-coded into our social structures. To overwrite it, we must move beyond short-term interventions. We need long-term networks, interdisciplinary education, and a radical shift in how we define “leadership.”

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Why interviews, and why now

School systems differ widely in when and how pupils meet computing and programming. Because of these differences, HER TECH is using qualitative research rather than a single standardised survey. Partners first mapped where computing appears in national curricula and when pupils have their first substantial contact with programming. Building on that, we are now conducting semi-structured interviews with teachers and school leaders to document real experiences, practices and school-level conditions that shape girls’ engagement.

What we are looking for

The interviews are organised around four research dimensions:

• Access: what opportunities pupils actually have (time, tools, course options, devices, staffing).
• Belonging: classroom climate and whether students see themselves as legitimate participants.
• Recognition: whose contributions are valued and who gets credit for technical work
• Progression: key decision points—how students move from “trying it once” to continuing, specialising, or dropping out.

These dimensions help move the conversation from general statements (“girls are less interested”) to concrete school realities: course offers, timetabling, teaching approaches, group-work roles, guidance messages, and the everyday signals students receive about who ICT is for.

Who we invite to participate

In each country, partners aim for approximately 6–8 interviews, prioritising variation in roles and contexts rather than statistical representativeness (around 40–55 interviews across the consortium). We invite:

• Teachers at pupils’ first substantial contact with computing/programming (primary or lower secondary, depending on the system).
• Teachers at a later choice/specialisation stage (upper secondary computer science, technology tracks, VET/HEI programming).
• Teachers in other subjects who use programming, robotics or digital making.
• School leaders (principal/deputy/head of STEM/ICT).
• Where relevant, guidance staff and external actors (NGOs, science centres, industry–school initiatives).

Why schools may want to take part

Participation offers a structured opportunity to reflect on how pupils—particularly girls—encounter and move through computing in your school, and to contribute to a European evidence base that will produce practical recommendations and case studies for school development. If desired, we can provide a short summary of the main findings related to your school after the interviews.
Invitation

HER TECH is currently recruiting teachers and school leaders for the interview phase. If your school is willing to participate, the process is simple: a brief confirmation from school leadership, nomination of relevant staff profiles, and then direct contact from the research team to schedule interviews at convenient times.

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March is a key month for advancing gender equality and promoting girls’ participation in STEAM fields, as around International Women’s Day, schools, organisations, digital hubs, and networks mobilise to inspire the next generation of women innovators, engineers, and digital leaders.

Exciting news for educators, organisations, and digital inclusion advocates across Europe: Girls in Digital Week 2026 is on the way.

Organised under EU Code Week, Girls in Digital Week is a focused initiative designed to inspire more girls and young women to explore coding, digital creativity, robotics, artificial intelligence, and emerging technologies.

Girls in Digital Week mobilises schools and organisations to create inclusive activities where girls are not just participants, but creators of technology.

Activities typically include:

• Coding and robotics workshops
• AI and digital creativity labs
• Mentoring sessions with women in tech
• Awareness events challenging stereotypes in ICT

These initiatives are designed to strengthen digital confidence and encourage girls to see themselves as future scientists, developers, engineers, and innovators.

Read more: https://codeweek.eu/

Beyond Girls in Digital Week, initiatives such as Connecting Women in Digital and Women in Tech Network continue to support women through upskilling, mentorship, professional networking, and leadership development. Creating together a reinforcing ecosystem:

Awareness → Confidence → Skills → Career progression → Leadership

On 9 March 2026, Brussels will host a high-level Women in Digital event marking International Women’s Day. In line with this year’s theme, “Give to Gain,” the event will bring together European leaders, policymakers, and digital sector stakeholders to discuss how to accelerate efforts to increase the participation of girls and women in ICT.

The event will take place with the participation of Executive Vice President Henna Virkkunen and Member of the European Parliament Elena Sancho Murillo. Discussions will focus on identifying concrete, actionable measures to address the gender gap in Europe’s digital landscape.

To ensure accessibility across Europe, the event will be live streamed: https://lnkd.in/d256H4Ec

Our partners from All Digital will attend the event.

Promoting girls’ participation in STEAM is not only a matter of equality. It is essential for innovation, competitiveness, and inclusive digital transformation in Europe.

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An artist was hired to work as project trainee in this small illustration project. They took on the part of a lead artist under the guidance of creative specialists and the external client. The artist was tasked with finding solutions to utilize AI during the creative process. The project’s schedule was tight and the deadlines were strict, so the project also investigated how AI could facilitate the creative process.

ChatGPT was used by the artist during the cursory research of the project, as the artist was not native to Finland and the country’s general infrastructure. The artist used Midjourney to help create colour palettes that were to be used in the illustrations. The initial sketches and the final illustrations were done by the artist, and no generative AI was used in the finished artwork.

Given the present situation regarding the presence of generative AI and artificial intelligence in general, the discussion about the topic is very polarized. In a hectically evolving world, it is imperative to find these small glimpses of insights and knowledge, especially regarding the future of the people who work at the intersection of creativity and technology.

During this illustration project, many valuable thoughts were uncovered. While there are certainly doubts about using AI in creative processes, for example, regarding the ethics and artists’ rights, but in this project, it was underlined that experimentation with AI will by no means undermine the artist’s own illustration pipeline, preserving the art as an artisan work made by human hand in the end.

Image by @Freepik

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The uncomfortable answer is that it happens very early.

When confidence starts to drop

A well-known study by Lin Bian, Sarah-Jane Leslie and Andrei Cimpian (2017) explored how young children understand the idea of “brilliance”. Researchers showed children pictures of a woman and a man and asked which person was “really, really smart”.

At age five, children mostly chose a person of their own gender.

At age six, something changes. Girls begin to point to the man more often.

The second part of the experiment was even more telling. Children could choose between two games: one for children who “try really hard” and another for children who are “really smart”. At age five there was no difference between boys and girls. At age six, girls were already less likely to choose the game for those who “try really hard”.

This shift matters. It shows how quickly stereotypes can shape motivation and self-belief.

Women make up almost half of the global population, yet only around 4% of Nobel Prize laureates. The issue is not ability. It is confidence, expectations and the stories children absorb from the world around them.

Representation matters more than we think

Children learn from what they see, read and play with. The toys and stories we give them quietly shape what feels possible.

Instead of the stereotypical “pink appliances”, there are many inspiring books and creative materials that show girls and boys that science belongs to everyone.

LEGO Women of NASA (21312)

This set celebrates four pioneering women from NASA: astronomer Nancy Grace Roman, computer scientist Margaret Hamilton, astronaut Sally Ride and astronaut Mae Jemison. Through building and storytelling, children discover real women who shaped space exploration.

LEGO Tribute to Jane Goodall (40530)

Inspired by the famous primatologist and conservationist, this small set introduces children to wildlife research and environmental science through the story of Jane Goodall and her work with chimpanzees.

LEGO The Evolution of STEM (21355)

This set highlights key figures and discoveries from the history of science and technology, encouraging curiosity about how scientific knowledge evolves and how diverse people contribute to it.

LEGO Tribute to Amelia Earhart (40450)

A tribute to the aviation pioneer whose courage and achievements opened new paths for women in science, engineering and exploration.

Ada Twist, Scientist (books and animated series)

Based on the books by Andrea Beaty and illustrated by David Roberts, this story follows a curious girl who never stops asking questions. It celebrates persistence, experimentation, and the joy of discovering how the world works.

Little People, Big Dreams series

Written by Maria Isabel Sánchez Vegara and illustrated by various artists, these short biographies introduce children to inspiring figures from history, including scientists and explorers, in an accessible and engaging way.

https://littlepeoplebigdreams.com

Earhart by Torben Kuhlmann

These beautifully illustrated books combine storytelling with science and engineering themes, encouraging curiosity about flight, space, and invention.

https://www.penguin.de/buecher/torben-kuhlmann-earhart/hoerbuch-cd/9783844552423

Even without children in our immediate surroundings, these stories are worth exploring. They remind us that stereotypes learned in childhood often persist into adulthood.

The stereotypes do not disappear

A global L’Oréal report on women in science asked respondents what they believe women lack to reach top scientific positions.

The answers are striking.

22% said women lack rational thinking.

20% said they lack a practical mindset.

At the same time, society trusts women with the responsibility of raising children, making daily decisions, and managing complex responsibilities. The contradiction speaks for itself.

Changing the story together

Confidence is not built overnight. It grows from small signals repeated over time: the stories we tell, the role models we highlight, the encouragement we give.

Through the HER TECH project, partners across Europe work to understand how girls experience technology education and what helps them feel they belong in digital and scientific fields. Research shows that early experiences, supportive learning environments, and visible role models can make a lasting difference.

Science has never belonged to one gender. The challenge now is to ensure every child grows up believing that.

Because the earlier girls believe in their own potential, the more likely they are to remain curious, ambitious, and ready to explore the world of science.

Resources:

https://pubmed.ncbi.nlm.nih.gov/28126816

https://www.fondationloreal.com/media/2231/download

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The non-profit organisation has set itself the goal of getting children interested in natural phenomena and technical thinking as early as preschool and primary school age and supporting educational professionals with practice-oriented training courses. Good and, above all, early STEM education for sustainable development forms the core of the foundation’s training programme. Through joint research, children are encouraged to ask questions, formulate hypotheses and seek explanations. They conduct experiments and observe what happens, document and reflect on their experiences. In this way, they develop a critical attitude and the ability to find solutions together with others.

In 2020, an initiative was also launched in collaboration with the Reading Foundation that combines research and reading: the children’s magazine “echt jetzt?” (really now?) for third and fourth grade primary school pupils. The magazine supports teachers in practising reading with children and conducting research with them in class. The magazine offers primary school teachers a wealth of ready-to-use materials that creatively combine reading promotion and STEM education.

With 94,000 training participants and more than 38,000 daycare centres, after-school care centres and primary schools taking part in the initiative, the Children Research Foundation is a broad-based network. The foundation is funded by the Federal Ministry of Education, Family, Seniors, Women and Youth, among others. Nationwide, more than 200 local network partners are working to implement comprehensive STEM offerings – one of them is the Rosenheim Technical University in the MINTregion18 (www.mintregion18.de).

MINTregion18: Regional structure for practical STEM training

MINTregion18 is a network initiated by the Technical University of Applied Sciences Rosenheim, which has been serving as the central regional contact point for STEM education in south-eastern Upper Bavaria since November 2023. In the region, it covers the districts of Altötting, Berchtesgadener Land, Mühldorf am Inn, Rosenheim and Traunstein and brings together stakeholders from education, business and administration. Under this umbrella, as a network partner of the Kinder forschen foundation, a structured training programme for educational specialists and teachers from daycare centres, after-school care centres and primary schools in STEM subjects was also developed, requiring no prior knowledge.

Through their own experimentation and reflection, participants learn how to competently accompany children aged 3 to 10 in their discovery and research. The topics range from basic mathematical concepts and scientific phenomena to technical questions and sustainability-related projects. Magnetism, research with water, light, carbon dioxide or air, mathematics in space and form: there are no limits to the topics. The informative website www.stiftung-kinder-forschen.de also offers experiments to replicate, a digital learning platform and free online courses for educational specialists and teachers.

A central element of the regional programme is the modular training courses, which take place at several locations in the MINTregion18 and can be attended flexibly. In addition, there is the option of conducting in-house training courses directly at the local facilities, which further lowers the barriers to participation as the training courses can be more easily integrated into everyday working life. All courses are conducted by trainers who are regularly trained by the Kinder forschen foundation itself to ensure a high standard of quality.

Science meets practice: the role of Rosenheim Technical University

The role of Rosenheim Technical University goes beyond the mere organisation of training courses. As the head of the local network, it contributes scientific expertise, organisational capacities and regional networking strength. In this way, the university acts as a link between research and practice. The training courses are pedagogically sound, didactically modern and scientifically sound. Close cooperation with regional partners underlines the importance of this project for the regional educational landscape.

The success of this cooperation is also evident in the accompanying network activities: regular specialist conferences, such as the Future Skills Conference at Rosenheim Technical University, attract education professionals from across the MINTregion18 and address current developments such as digitalisation and climate change. These events not only impart specialist knowledge, but also promote exchange and strengthen regional networks for sustainable educational development.

An important result of the local work is the certification of educational institutions as “houses where children do research”. This award recognises kindergartens and primary schools that have consistently integrated STEM education into their everyday lives and cultivate a culture of inquiry and curiosity. They demonstrate how diverse and creative STEM education can be at the local level and how it encourages children to ask questions, form hypotheses and discover connections on their own.

The Kinder forschen initiative in the MINTregion18 stands for a holistic, practical and sustainable approach to education. The structured training programme, scientific foundation and regional cooperation enrich the educational landscape in south-eastern Upper Bavaria. Rosenheim Technical University plays a central and formative role as a partner and driving force for future-oriented STEM education.

Photo: Christoph Wehrer/ (c) Stiftung Kinder forschen

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Ireland reflects many of these European trends, yet its school system presents distinctive structural characteristics that shape girls’ experiences differently from several other EU countries. In countries such as Estonia and Finland, computational thinking and digital skills are embedded in compulsory curricula from primary level. This early exposure reduces the perception of computing as a specialist or “high-risk” subject later in secondary school. Similarly, Sweden integrates gender-sensitive pedagogy into teacher education, aiming to address bias at classroom level.

Ireland has demonstrated strong policy commitment to digital education, but Computer Science at senior cycle remains optional and is not available in all post-primary schools. As a result, girls’ access to computing subjects depends heavily on school resources, teacher availability, and local leadership.

Participation in Leaving Certificate Computer Science typically remains between 15–20% female, broadly aligned with European averages. However, Ireland’s high proportion of single-sex secondary schools creates a distinctive dynamic. In some cases, applied technology subjects may be less visible or less prioritised in girls’ schools, affecting early exposure and confidence-building opportunities. Furthermore, Ireland’s exam-driven senior cycle structure can influence subject choice. Students may perceive newer subjects such as Computer Science as risky within a points-based system, particularly if they lack prior exposure.

Despite these structural challenges, Ireland benefits from a vibrant ecosystem of initiatives designed to support girls in ICT including:

• CoderDojo offers informal coding clubs nationwide, frequently hosting girls-only sessions to build confidence in supportive peer environments.
• Technovation Girls Ireland engages teenage girls in developing technology solutions to real-world problems, combining coding with entrepreneurship.
• Women in Technology & Science Ireland (WITS) provides structured mentoring programmes linking students with women working in tech.
• Smart Futures coordinates STEM ambassadors who visit schools across the country.

These initiatives reflect European best practice: hands-on learning, visible female role models, and sustained engagement rather than one-off workshops. However, unlike in some Nordic systems where computing is universally embedded, Irish participation still depends significantly on geography, school type, and access to external programmes.

Across Europe and Ireland alike, several evidence-based principles are emerging:

• Early and repeated exposure to digital skills
• Teacher training and confidence-building
• Visible and relatable female role models
• Framing ICT as creative, collaborative, and socially meaningful
• Structural access embedded within curriculum frameworks

Ireland’s innovative schools are aligning with these principles, but scaling remains the key challenge. Within the broader European landscape, Ireland sits at an important crossroads. It mirrors EU-wide gender gaps in ICT participation, yet it also demonstrates strong grassroots innovation and community engagement.

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