To address the identified barriers, it is recommended to revise the ICT curriculum to emphasize practical skills

The gap

Evidence profile

Sourced from the recommendations and future work of the source papers, classified as general, spanning 3 journals.

Supporting evidence — 3 representative gaps

• Learning difficulties of information and communication technology among the GCE A level girl students in the remote areas of Sri Lanka (2026) · Journal of Education Society & Sustainable Practice · doi

  To address the identified barriers, it is recommended to revise the ICT curriculum to emphasize practical skills and to incorporate visually supported learning materials in Tamil, Sinhala, and English. Additionally, student-centered teaching practices, including interactive exercises, group projects, step-by-step demonstrations, and frequent feedback, should be adopted to enhance student confidence. Regular professional development opportunities for teachers are necessary to strengthen ICT competencies, pedagogical skills, and gender- sensitive teaching approaches. Furthermore, awareness programs for parents and community members featuring female ICT role models should be implemented to foster family support and highlight the significance of ICT education for girls’ future opportunities.

  generalrecommendations
  Keywords: skills student teaching step opportunities address identified barriers recommended revise curriculum emphasize practical incorporate visually
• Transformation in STEM education through ICT: A systematic review of life skills development and gender-related outcomes (2026) · Contemporary Educational Technology · doi

  Future research will focus on the effectiveness of ICT for STEM learning in heterogeneous school environments, including assessing the contribution of these technologies to the development of life skills such as critical thinking, creativity, and problem-solving. In particular, it would be useful to examine gender dynamics and explore which ICT tools are most effective in reducing inequalities, not only in terms of academic achievement but also in terms of students’ perceptions of their own abilities. To promote effective and inclusive use of ICT, it is also of paramount importance to develop specific training programs for teachers that teach advanced digital skills and innovative teaching strategies for integrating technology into the classroom. In parallel, research should explore how ICT can be optimized to maximize student engagement by using blended learning approaches and methods that can be adapted to different learning styles. CONCLUSIONS This review has attempted to show that ICT-enhanced STEM education holds promise for improving both academic outcomes and the development of essential life skills for the 21st century. The integration of digital tools—such as block-based programming environments, learning games, learning platforms, STEM-specific applications such as GeoGebra, robotics and AI-powered tutoring systems—has consistently led to improvements in problem-solving, critical thinking, motivation and self-regulation. Given the limited number of studies, particularly post-pandemic, these findings should be interpreted as indicative rather than definitive evidence of ICT effectiveness. The analysis shows that these tools not only promote cognitive skills: they also contribute to the development of emotional and interpersonal skills, including self-confidence, collaboration and self-awareness. These dimensions are critical to preparing learners for the complexities of modern life and the modern workplace, and they align ICT-enhanced STEM education with broader educational goals focused on inclusion, empowerment and real-world relevance. Of particular interest are the findings in relation to gender impact, especially in terms of how female students respond to ICT-enhanced STEM learning. In line with the literature, the research shows that girls particularly benefit from environments that encourage active participation and collaboration, which not only reduces performance anxiety but also 14 / 19 Contemporary Educational Technology, 18(2), ep661 Contemporary Educational Technology, 2026 increases self-efficacy in STEM contexts. However, given the descriptive nature of most gender-related findings, these outcomes should be interpreted as potential influences rather than causal effects of ICT on female students’ performance. In fact, female students were found to perform

  generalfuture work
  Keywords: stem learning skills students self environments development life critical gender tools terms technology enhanced educational
• Preparing future STEM educators: investigating artificial intelligence literacy among pre-service STEM teachers (2026) · STEM Education · doi

  Given our findings, several recommendations emerge for educational policy and practice. The relatively high self-reported AI literacy among pre-service STEM teachers provide a solid foundation for deeper integration of AI content into teacher training programs. Educational institutions should build on this foundation by embedding more AI-related content and practical experiences into their curricula. This can be achieved through lab-based learning, AI-driven projects, and partnerships with technology companies or research institutions that provide real-world exposure to AI applications. The observed gender disparity in AI literacy calls for targeted interventions to support female pre-service teachers. Educational programs should intentionally cultivate inclusive learning STEM Education Volume 6, Issue 4, 514–538 531 environments that actively promote the participation of female students in AI and STEM-related activities. Strategies may include mentorship programs, the presence of female role models in AI fields, and the equitable distribution of learning resources and opportunities. Efforts must be made to address broader societal and cultural norms that reinforce gender biases in STEM education. This can be accomplished by encouraging girls from an early age to engage with technology and AI, and by promoting gender-neutral teaching approaches across educational settings. Professional development initiatives should also be designed with a gender-sensitive lens, offering female pre-service STEM teachers the support and confidence necessary to build their AI competencies. Workshops, training sessions, and collaborative projects focusing on AI in education can provide valuable opportunities for female teachers to enhance their understanding and application of AI in the classroom. The predictive relationship observed between knowledge and use of AI underscores the importance of strategic policymaking. Policymakers should prioritize the integration of AI literacy into the broader educational agenda by investing in curriculum development, funding AI research, teacher training, and increasing public awareness about AI’s role in society. Such policies will help prepare future educators and learners for the demands of an AI-driven world and contribute to a more ethically aware and technologically competent society.

  generalrecommendations
  Keywords: educational stem female teachers gender literacy service provide training programs learning education foundation integration content

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