Computer Science Education for a Sustainable Future: Gendered Pathways and Contextual Barriers in Chile’s Computer Engineering Students

Greys González-González, Ana Bustamante-Mora (), Mauricio Diéguez-Rebolledo, Elizabeth Sánchez-Vázquez and Antonia Paredes-León
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Greys González-González: Nursing Departament, Universidad de La Frontera, Temuco 4811230, Chile
Ana Bustamante-Mora: Departamento de Ciencias de la Computación e Informática, Universidad de La Frontera, Temuco 4811230, Chile
Mauricio Diéguez-Rebolledo: Departamento de Ciencias de la Computación e Informática, Universidad de La Frontera, Temuco 4811230, Chile
Elizabeth Sánchez-Vázquez: Computer Engineering Department, Universidad Politécnica del Valle de México, En la Colonia Villa Esmeralda, Tultitlán 54910, Mexico
Antonia Paredes-León: Departamento de Ciencias de la Computación e Informática, Universidad de La Frontera, Temuco 4811230, Chile

Sustainability, 2025, vol. 17, issue 22, 1-16

Abstract: Advancing toward sustainable higher education requires simultaneously addressing United Nations Sustainability Goals 4 (quality education) and 5 (gender equality). This mixed-methods case study analyzes how cultural stereotypes and gender expectations influence career choices in the field of computer science, which is highly masculinized in Chile. As a contextual and comparative contrast, the feminization of disciplines such as nursing is considered, illustrating the gender polarization across areas of knowledge. This comparison is not random, since in Chile the health sector stands at the opposite end of the spectrum from technology, as demonstrated by the study’s figures. As a theoretical basis, a simple systematic review of the literature published between 2013 and 2024 (in English and Spanish) was carried out, drawing on Scopus, Web of Science, SciELO, and ERIC databases, following some steps of the PRISMA protocol. Thematic analysis allowed mapping research by region, discipline, and type of intervention. The results confirm the persistence of stereotyped beliefs about skills and professional roles, even in contexts with formal equity policies. Strategies that foster empathy, belonging, and intercultural communication, implemented through mentoring, outreach activities, or curriculum redesign, emerge as key catalysts for more inclusive environments. The study presents a practical case applied to first-year computer engineering students at the Universidad de La Frontera (Chile), in which gendered perceptions embedded in vocational choice processes were identified. By situating this study in Chile’s context, we identify how local structures—school sector, regional labor markets, and gender norms—shape women’s participation in computing. Based on this experience, practical recommendations are proposed for integrating a gender perspective into technology education, including pedagogical strategies, gender-sensitive vocational guidance, and the visibility of role models.

Keywords: higher education; vocational choice; gender and technology; computer engineering; university students; gender stereotypes; inclusive education; gender-responsive career guidance (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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