Girls Go STEM was created in response to persistent skills gaps and inequalities in access to STEM, digital and sustainability education, particularly at the point where young people make key education and career choices. Despite growing demand for skills linked to the green and digital transitions, many students, especially girls, disengage early due to stereotypes, limited exposure to real-world applications, and weak connections between education pathways and labour-market needs.
The innovation was designed to support schools and educators in addressing these challenges by providing accessible, project-based learning that introduces future-relevant skills before formal vocational or academic pathways are chosen. By focusing on early exposure, relevance and inclusion, Girls Go STEM aims to strengthen transitions between secondary education, vocational education and training, and emerging sectors, while supporting more informed and equitable participation in future skills pathways.
In practice, Girls Go STEM is implemented through modular, project-based learning experiences integrated into secondary education contexts. Students work on real-world challenges related to sustainability, digitalisation and STEM, supported by structured learning content and guidance for teachers.
The innovation combines digital learning resources, classroom or hybrid activities, and collaborative problem-solving. Teachers are supported with ready-to-use materials that can be adapted to different national curricula and learning environments. Activities are designed to be inclusive, flexible and scalable, allowing schools to implement them within existing schedules while fostering critical thinking, teamwork and applied skills development.
Girls Go STEM has been spreading through partnerships with schools, education authorities, and ecosystem organisations across multiple European countries. Its modular and digital-first design enables adoption in diverse educational contexts, including general secondary education and settings connected to vocational pathways.
The innovation has expanded through teacher engagement, institutional partnerships and participation in European education and skills initiatives. Its alignment with European competence frameworks and policy priorities has supported its relevance and transferability, enabling gradual scaling while maintaining quality and contextual adaptation.
The innovation has evolved through continuous feedback from educators, students and partners. Over time, content has been adapted to strengthen the integration of digital and sustainability competencies, improve accessibility, and support multilingual delivery.
Additional guidance and implementation formats have been developed to better support teachers and to allow for use in different educational settings, including hybrid and project-based learning environments. These adjustments ensure the innovation remains responsive to changing skills needs and diverse learner profiles.
Organisations or schools interested in trying Girls Go STEM can start by exploring how the modular learning content can be integrated into existing teaching programmes. Engagement typically begins with identifying a group of educators and students, selecting relevant modules, and aligning them with local curricula or learning objectives.
Support is provided to facilitate implementation, including guidance for educators and adaptation to local contexts. Interested stakeholders are encouraged to get in touch to discuss implementation options, partnerships and scaling opportunities.
