EMPOWERING THE NEXT GENERATION OF SCIENTISTS: A WRITING OF GRADUATE STUDENTS' PERSPECTIVES

Abstract

This study investigates the role of STEAM (Science, Technology, Engineering, Arts and Mathematics) education, integrated with the Sustainable Development Goals (SDGs), in the empowerment of girls and young women, with an emphasis on the space sector. The qualitative research is based on the action research methodology to analyze the experience of tutors in educational projects aimed at promoting inclusion and gender equality. The results point to concrete academic advances, such as awards and approvals in engineering courses, as well as subjective improvements, such as the strengthening of self-confidence and the increase of the participants' professional aspirations. The work of tutors, particularly those linked to graduate programs, proved to be essential for the success of the initiatives, showing that inclusive pedagogical practices contribute significantly to the reduction of gender inequalities in the sciences. Finally, the relevance of institutional partnerships and continuous evaluations in the process of consolidating inclusive educational environments is highlighted.