Gender Dynamics in STEM Education: Investigating Educational Experiences in Bangladesh

Abstract The relevance of science, technology, engineering, and mathematics (STEM) education in preparing students for the twenty-first century is increasingly emphasized within educational perspectives. Understanding the specific challenges and opportunities faced by different genders in STEM education is essential for fostering a more inclusive and equitable learning environment. This study aims to explore students’ interests, experiences, opportunities, and perspectives on the integration of STEM in secondary school settings in Bangladesh, with a particular focus on gender differences. A mixed-methods approach was used for data collection, incorporating both survey questionnaires and semi-structured interviews. The study sample consisted of 100 students from various secondary schools and 15 science teachers. Data were analyzed through descriptive statistical methods and thematic analysis to identify patterns and trends in the integration of STEM education from gendered perspectives. The findings revealed significant gender-based differences in key aspects of STEM integration, including project-based learning, inquiry-based learning, and access to resources. These differences play a crucial role in shaping the effectiveness of STEM education and students’ engagement with these subjects. In conclusion, this study emphasizes the need for educators and policymakers to address gender-based disparities in STEM education. By recognizing the unique experiences of male and female students, stakeholders can develop strategies to enhance inclusivity and effectiveness in STEM integration, fostering a more equitable learning environment for all students.