[vc_row][vc_column width=”1\/2″][vc_custom_heading heading_semantic=”p” text_font=”font-213936″ text_size=”h5″ text_height=”fontheight-843833″ uncode_shortcode_id=”552748″]Kriativ-tech Volume 1, Issue 9, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Oct. 11, 2022.[\/vc_custom_heading][vc_custom_heading heading_semantic=”h3″ text_size=”h3″]Authors[\/vc_custom_heading][vc_custom_heading heading_semantic=”p” text_size=”h5″ uncode_shortcode_id=”409336″]<\/p>\n
Dulce Mourato,\u00a0Assistant Professor at ISTEC <\/span><\/p>\n [\/vc_custom_heading][\/vc_column][vc_column width=”1\/2″][vc_custom_heading]Media[\/vc_custom_heading][vc_button button_color=”accent” border_animation=”btn-ripple-out” border_width=”0″ link=”url:http%3A%2F%2Fwww.kriativ-tech.com%2Fwp-content%2Fuploads%2F2023%2F01%2FDulceMouratoWomenInICT.pdf|target:_blank” button_color_type=”uncode-palette” uncode_shortcode_id=”130687″]PDF[\/vc_button][vc_custom_heading heading_semantic=”h4″ text_size=”h4″]To cite this article[\/vc_custom_heading][vc_custom_heading heading_semantic=”p” text_size=”h6″ uncode_shortcode_id=”119485″]Dulce Mourato,\u00a0Women in ICT Engineering Courses: Problem-Based Learning to Encourage their Empowerment<\/b> Dulce Mourato
\nDOI: 10.31112\/kriativ-tech-2022-06-77[\/vc_custom_heading][\/vc_column][\/vc_row][vc_row row_height_percent=”0″ overlay_alpha=”50″ gutter_size=”1″ column_width_percent=”100″ shift_y=”0″ z_index=”0″][vc_column column_width_percent=”100″ gutter_size=”0″ override_padding=”yes” column_padding=”1″ overlay_alpha=”50″ shift_x=”0″ shift_y=”0″ shift_y_down=”0″ z_index=”0″ medium_width=”0″ mobile_width=”0″ width=”1\/1″][vc_custom_heading heading_semantic=”h3″ text_size=”h3″]Abstract[\/vc_custom_heading][vc_custom_heading heading_semantic=”p” text_font=”font-213936″ text_size=”h5″ text_height=”fontheight-843833″ uncode_shortcode_id=”805754″]The disparity in numbers was evident and could not be ignored in terms of research: twelve students women, included in a class with a total of 126 students men, attended the last year of Computer and Multimedia Engineering Degree courses, at the Higher Institute of Advanced Technologies (ISTEC) in Lisbon, Portugal, in the academic year 2020\/21.
\nThe general objective of this study was to realize, through the different proposals of research themes, developed by all students in their practical project \u2013 the final dissertation (in order to achieve certification of their degrees) configured the reflection of what happens in society in general, referring to a gender set of stereotypes, which obstructs knowledge, stagnates or delays the ability to respond with new solutions for all, so common in these cutting-edge technological areas, and how to change the underlying mentality of women students and reconfigure positive impact on their action, mentality and on their technological practice in future proposals or jobs.
\nTo better describe what happened, this research uses a case study that aims to demonstrate why Women in ICT are so few and how the use of Problem Based Learning (PBL) could help to understand why it happens. PBL was used to simplify research themes, based on real technological contexts and if those research themes made a difference from a gender point of view. Faced with so little female academic representation in this particular area, as a woman researcher, it was an imperative goal to recognize how and why this occurs so frequently, but also prove a simple theory: if PBL could be adapted for each person and maybe adjust in individual, social and professional terms, regardless of gender. Another challenge was to realize the biases and stereotypes perception and which these factors were reflected in the lack of gender equality and identity and promote incentives for women empowerment in the technological world.
\n[\/vc_custom_heading][vc_empty_space empty_h=”2″][vc_custom_heading heading_semantic=”h3″ text_size=”h3″]Keywords[\/vc_custom_heading][vc_custom_heading heading_semantic=”p” text_size=”h5″ uncode_shortcode_id=”209016″]Women in ICT, Identity and Gender Equality, Innovation, Entrepreneurship, Empowerment.[\/vc_custom_heading][\/vc_column][\/vc_row][vc_row][vc_column column_width_percent=”100″ gutter_size=”0″ overlay_alpha=”50″ shift_x=”0″ shift_y=”0″ shift_y_down=”0″ z_index=”0″ medium_width=”0″ mobile_width=”0″ width=”1\/1″][vc_custom_heading heading_semantic=”h3″ text_size=”h3″]References[\/vc_custom_heading][vc_custom_heading heading_semantic=”p” text_font=”font-213936″ text_size=”h5″ text_height=”fontheight-843833″ uncode_shortcode_id=”242028″][1] Blau, F. & L. Kahn (2017). The gender wage gap: Extent, trends, and explanations. Journal of Economic Literature, Vol. 55, Issue 3, pp. 789-865. http:\/\/dx.doi.org\/10.1257\/jel.20160995.
\n[2] Blumhof, J., Hall, M., & Honeybone, A. (2001). Using problem-based learning to develop graduate skills. Planet, 4(1), 6\u20139. https:\/\/doi.org\/10.11120\/plan.2001.00040006.
\n[3] EQUALS (2019). I\u2019d blush If I could. Closing gender divides in digital skills through education. https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000367416.page=74
\n[4] EIGE (2018). Women and men in ICT: a chance for better work\u2013life balance. Research Note. Luxembourg: Publications Office of the European Union. https:\/\/eige.europa.eu\/publications\/women-and-men-ict-chance-better-work-life-balance-research-note
\n[5] European Commission. (2020). Digital Education Action Plan 2021-2027. Resetting education and training for the digital age. SWD – 209 final. https:\/\/ec.europa.eu\/education\/sites\/default\/files\/document-library-docs\/deap-swd-sept2020_en.pdf
\n[6] Hawking, S. (1988). A Brief History of Time: From the Big Bang to Black Holes. The phenomenal International Bestseller. Updated Editions. Bantam Books.
\n[7] ITU (2021). Pandemic in the Internet age: From second wave to new normal, recovery, adaptation and resilience. International Telecommunication Union. Geneva: Licence: CC BY-NC-SA 3.0 IGO. 978-92-61-33951-7 (Electronic version).https:\/\/www.itu.int\/en\/myitu\/Publications\/2021\/05\/11\/08\/52\/Pandemic-in-the-Internet-age
\n[8] Miliszewska, I & Moore, A. (2010). Encouraging Girls to Consider a Career in ICT: A Review of Strategies. Journal of Information Technology Education: Innovations in Practice. Volume 9. http:\/\/jite.informingscience.org\/documents\/Vol9\/JITEv9IIPp143-166Miliszewska797.pdf
\n[9] OECD (2018a). Bridging The Digital Gender Divide Include, Upskill, Innovate. Better Policies for Better Lives. Secretary-General of the OECD. https:\/\/www.oecd.org\/digital\/bridging-the-digital-gender-divide.pdf
\n[10] OECD (2018b). Empowering Women in the Digital Age: Where Do We Stand?. OECD \u2013 Paris. http:\/\/www.oecd.org\/going-digital\/empowering-women-in-the-digital-age-brochure.pdf
\n[11] Sistermans, I.J. (2020). Integrating competency-based education with a case-based or problem-based learning approach in online health sciences. Asia Pacific Educ. Rev. 21, 683\u2013696 https:\/\/doi.org\/10.1007\/s12564-020-09658-6
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