I created this innovation after observing that many girls had curiosity and potential in science and technology but limited access to hands-on learning, tools, and mentorship. I wanted to create an inclusive learning space where girls could explore STEM through real projects, build confidence, and feel that they truly belong in these fields, regardless of their background or resources.
In practice, the innovation takes place through hands-on STEM sessions where girls work on real projects using simple technologies and materials. Students collaborate in small groups to design, build, test, and improve their ideas, guided by mentorship rather than direct instruction. Learning happens through experimentation, discussion, and reflection, allowing students to develop skills, confidence, and ownership of their learning.
The innovation has been spreading organically through direct implementation with students, word of mouth, and participation in exhibitions and competitions. As students share their experiences and outcomes, interest in the approach has grown within the local educational community. The initiative continues to expand gradually through trust, mentorship, and demonstrated impact rather than formal scaling strategies.
Over time, the innovation has been refined based on students’ needs and learning experiences. Projects were adapted to become more flexible and inclusive, allowing students with different skill levels to participate confidently. Mentorship approaches were also adjusted to emphasize reflection, collaboration, and student ownership of learning.
To try this innovation, start by creating a small, supportive learning environment focused on hands-on STEM projects. Choose simple tools and real-world problems, encourage experimentation, and allow students to learn through collaboration and reflection. The key is to prioritize inclusion, mentorship, and confidence-building rather than technical perfection.
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