Despite decades of global efforts to achieve gender equality in education, women remain significantly underrepresented in science, technology, engineering, and mathematics (STEM) fields. According to the 2025 Global Education Monitoring (GEM) Report by UNESCO , while women now make up the majority of university students in many high and middle-income countries, they are still far less likely to pursue or remain in STEM disciplines.
The GEM report suggests that globally, women account for just 28% of engineering graduates and only 30% of leadership roles in higher education. The disparity is even more pronounced in technical and vocational training, where cultural biases and structural barriers continue to discourage female participation. This persistent gender gap not only limits individual opportunities but also hinders global progress in innovation, economic development, and inclusive growth.
More women in classrooms, fewer in labsAs per the UNESCO GEM report 2025 , in most high-income countries, more women than men now attend university. In regions like Europe, Latin America, and North America, women’s enrolment in tertiary education is more than 20 percentage points higher than that of men. However, this progress is not reflected in STEM-related courses and careers.
The GEM report also highlights the academic participation of women in STEM across the world. Globally, women make up just 28% of engineering graduates and only 30% of higher education leaders. In Europe, only 19% of top academic positions in engineering and technology are held by women. In countries like Bahrain, while women dominate university classrooms, they represent just 10% of vocational and technical education enrolments.
Technical training still male-dominatedIn technical and vocational education and training (TVET), men continue to outnumber women by large margins. TVET is often associated with trades such as construction, mechanics, and electronics—fields traditionally seen as male-dominated. The report reveals that this contrast is stark in countries where women exceed men in university enrolment but are largely absent from hands-on technical fields.
Only a handful of countries show a balance or female dominance in both tertiary education and TVET. This highlights how educational choices are still shaped by societal expectations and cultural perceptions about gender roles.
A wider gap in low-income countriesIn high-income countries, young women (aged 15–24) participate in adult education and training at higher rates than men, reveals the UNESCO GEM 2025 report. But in low-income countries, the reverse is true. For every 100 young men in education or training, only 77 young women are enrolled. Among adults aged 25 to 54, just 50 women are participating in education or training for every 100 men.
These gaps point to limited opportunities and systemic barriers for women in low-resource settings, where access to education is often shaped by financial, cultural, and logistical challenges.
Digital divide and skill gapsWomen are also underrepresented in digital skills training. The GEM 2025 report suggests that while 95 women for every 100 men can send an email with attachments, only 84 can use basic spreadsheet formulas. This digital gap becomes more pronounced in advanced skills and limits women's access to high-demand jobs in tech-driven sectors.
In some countries, like Jamaica and Thailand, the trend is reversed, with more women showing competence in digital tasks. But overall, global averages show that women lag behind men in digital proficiency, especially in countries with low internet penetration and limited ICT education.
From participation to leadershipEven when women enter STEM education, they are less likely to move into leadership roles. The Global Education Monitoring Report reveals that women make up 45% of academic staff but only 30% of higher education leaders globally. In some countries, like Bangladesh and Malaysia, the number of women in top university positions is extremely low—sometimes just one or two in dozens of institutions.
This lack of representation is not only about positions but also about visibility, mentorship, and recognition.
A need for systemic changeEfforts to close the gender gap must go beyond classroom enrolment. They need to include mentorship, training programs, flexible work arrangements, and gender-sensitive policies that help women stay in and rise within STEM careers.
Without these changes, education systems risk producing qualified women who are left without pathways to apply their skills. The gender gap in STEM is not just an issue of fairness—it is a barrier to innovation, diversity, and social progress.
The GEM report suggests that globally, women account for just 28% of engineering graduates and only 30% of leadership roles in higher education. The disparity is even more pronounced in technical and vocational training, where cultural biases and structural barriers continue to discourage female participation. This persistent gender gap not only limits individual opportunities but also hinders global progress in innovation, economic development, and inclusive growth.
More women in classrooms, fewer in labsAs per the UNESCO GEM report 2025 , in most high-income countries, more women than men now attend university. In regions like Europe, Latin America, and North America, women’s enrolment in tertiary education is more than 20 percentage points higher than that of men. However, this progress is not reflected in STEM-related courses and careers.
The GEM report also highlights the academic participation of women in STEM across the world. Globally, women make up just 28% of engineering graduates and only 30% of higher education leaders. In Europe, only 19% of top academic positions in engineering and technology are held by women. In countries like Bahrain, while women dominate university classrooms, they represent just 10% of vocational and technical education enrolments.
Technical training still male-dominatedIn technical and vocational education and training (TVET), men continue to outnumber women by large margins. TVET is often associated with trades such as construction, mechanics, and electronics—fields traditionally seen as male-dominated. The report reveals that this contrast is stark in countries where women exceed men in university enrolment but are largely absent from hands-on technical fields.
Only a handful of countries show a balance or female dominance in both tertiary education and TVET. This highlights how educational choices are still shaped by societal expectations and cultural perceptions about gender roles.
A wider gap in low-income countriesIn high-income countries, young women (aged 15–24) participate in adult education and training at higher rates than men, reveals the UNESCO GEM 2025 report. But in low-income countries, the reverse is true. For every 100 young men in education or training, only 77 young women are enrolled. Among adults aged 25 to 54, just 50 women are participating in education or training for every 100 men.
These gaps point to limited opportunities and systemic barriers for women in low-resource settings, where access to education is often shaped by financial, cultural, and logistical challenges.
Digital divide and skill gapsWomen are also underrepresented in digital skills training. The GEM 2025 report suggests that while 95 women for every 100 men can send an email with attachments, only 84 can use basic spreadsheet formulas. This digital gap becomes more pronounced in advanced skills and limits women's access to high-demand jobs in tech-driven sectors.
In some countries, like Jamaica and Thailand, the trend is reversed, with more women showing competence in digital tasks. But overall, global averages show that women lag behind men in digital proficiency, especially in countries with low internet penetration and limited ICT education.
From participation to leadershipEven when women enter STEM education, they are less likely to move into leadership roles. The Global Education Monitoring Report reveals that women make up 45% of academic staff but only 30% of higher education leaders globally. In some countries, like Bangladesh and Malaysia, the number of women in top university positions is extremely low—sometimes just one or two in dozens of institutions.
This lack of representation is not only about positions but also about visibility, mentorship, and recognition.
A need for systemic changeEfforts to close the gender gap must go beyond classroom enrolment. They need to include mentorship, training programs, flexible work arrangements, and gender-sensitive policies that help women stay in and rise within STEM careers.
Without these changes, education systems risk producing qualified women who are left without pathways to apply their skills. The gender gap in STEM is not just an issue of fairness—it is a barrier to innovation, diversity, and social progress.
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