Transforming Education: Inclusive Strategies for Encouraging Girls' Child in STEM Education in Nigeria

Abstract

Promoting gender equality in Science, Technology, Engineering, and Mathematics (STEM) fields remains a global challenge, particularly in developing countries like Nigeria. The underrepresentation of girls in STEM is a complex issue influenced by socio-cultural norms, inadequate resources, and limited access to quality education. This study explored effective approaches to mitigate these barriers and create an environment where girls feel empowered to pursue STEM careers. The paper adopted a quantitative approach in which data were gathered through the use of questionnaire. A survey was conducted among 100 girl’s students in both Junior and Senior Secondary Schools randomly selected across Ilorin West local government of Kwara State. The data analysed revealed that the development of curriculum with real life learning content that relates STEM subjects to real-world applications remains a crucial inclusive strategy. This study concludes that effecting a transformation in education to foster girls' interest in STEM in Nigeria demands the need for real life learning rather than mere classroom engagement.