Robot Design and Inclusive Practices: A Pilot Study on Gender Equity in STEM

Despite growing efforts to promote gender equity in STEM education, girls remain underrepresented in computer science and robotics. This pilot study explores how robot design and inclusive classroom practices can influence engagement and perception among young students, with a specific focus on gender-related dynamics. The intervention integrated hands-on robotics activities into the regular curriculum and encouraged collaborative learning through inclusive pedagogical strategies. This approach made it possible to involve a broader group of learners, enabling the participation of students — particularly girls — who might not otherwise engage in extracurricular STEM opportunities. Data from surveys and observations suggest that robot appearance plays a role in shaping students’ preferences, with designs incorporating human-like or biomimetic features demonstrating broader cross-gender appeal, particularly among female students. Moreover, the activities positively influenced students’ enjoyment, perceived accessibility, and attitudes toward robotics. These findings highlight the importance of inclusive design and pedagogy in fostering equitable and engaging STEM learning environments.