Science, technology, engineering and mathematics (STEM) are crucial for innovation, economic growth and sustainable development. However, it is essential that innovation remains human-centred rather than male-centred. Globally, STEM fields are still mostly shaped by men, for men. Therefore, increasing the participation of girls and women in science is not only a matter of equality but also vital for inclusivity, diversity of perspectives and better problem-solving.

Currently, women make up about 33 percent of the STEM workforce worldwide. Their representation drops further in specific fields such as engineering, mathematics and rapidly growing sectors such as digital technologies and artificial intelligence. The leadership gap is even more noticeable, highlighting a persistent ‘leaky pipeline’ caused by gender stereotypes, bias, limited career advancement opportunities, workplace discrimination, unequal caregiving responsibilities and the lack of policies supporting women.

Nepal also reflects these global trends. The University Grants Commission of Nepal reports that while women constitute over half of undergraduate students and nearly half of master’s students, their participation in STEM is far lower, at roughly 33 percent and just 16 percent in engineering. The transition to master’s level studies marks a critical point where the leaky pipeline becomes more evident. Female representation drops sharply at higher academic levels, with women making up only 22.4 percent of MPhil students and just 17.7 percent of PhD students.

Reliable, gender-disaggregated data on women in STEM in Nepal remains limited. Institutions like the University Grants Commission and many universities do not consistently publish these statistics. This reflects a broader lack of institutional commitment to gender-sensitive data. According to estimates published by UNESCO many years ago, only 7.8 percent of women in Nepal participated in the STEM fields. Recent surveys show that women comprise just 16 percent of faculty members, only 9 percent of professors and about 7 percent of leadership positions in STEM. This sharp decline from education to employment highlights significant structural barriers.

The causes of the gender gap are complex and deeply rooted. Factors such as gender stereotypes, restrictive social norms, limited capacity-building activities, mentorship and networking opportunities, a shortage of female role models, gender insensitivity and insufficient gender-responsive policies all contribute to the exclusion of women. While reservation policies in education and employment are important, they alone cannot address systemic inequality. Achieving sustainable progress requires ongoing capacity-building, institutional reform and the creation of supportive academic and professional environments. When women are excluded from science and technology, the innovation process becomes inherently biased.

The lack of female representation in research and design leads to gaps in knowledge and results in products that do not meet women’s needs. Many everyday technologies—from personal protective equipment to mobile phones—are designed with male body sizes and usage patterns in mind. During the Covid-19 pandemic, women health workers in Nepal and worldwide were forced to use ill-fitting PPE, which increased discomfort, reduced protection and heightened health risks. Similarly, male-centred design has serious consequences in transportation and medicine.

Globally, women face higher injury and fatality rates in car accidents because car designs and safety systems are based on male body models. In medical research, most drugs have historically been tested predominantly on men, despite clear biological differences between the sexes. As a result, women often encounter ineffective treatments, adverse reactions and inaccurate dosage guidelines. Additionally, digital technologies such as smartphones, fitness trackers and wearable devices often prioritise male-centred indicators, while essential aspects of women’s health—such as menstruation, pregnancy and menopause—are frequently underrepresented. In fields such as construction, manufacturing and agriculture, tools and machinery designed for male strength can increase injury risks and reduce productivity for women.

Recognising these challenges, global frameworks such as the Beijing Platform for Action, the Sustainable Development Goals, and initiatives led by the United Nations, UNDP and UNESCO have long emphasised the need to increase women’s participation in science and technology. However, despite growing awareness, progress remains slow.

Encouraging more girls and women to enter STEM is not only a matter of justice; it is essential for advancing better science and society. Inclusive innovation leads to safer technologies, more effective healthcare and solutions that meet the needs of the entire population.

To advance women’s participation in science and technology, sustained and coordinated efforts are required. To achieve this, we need to work from the grassroots level. According to UNESCO, many girls show interest in STEM at a young age, but that interest is frequently stifled by pedagogical, psychological and sociocultural barriers, as well as a lack of support to sustain their engagement. Girls see STEM-related careers as male-dominated, are convinced that girls are naturally less intelligent in STEM subjects, and have few role models of female representation in STEM.

Several countries have implemented targeted initiatives to enhance the participation of girls and women in STEM. In India, for example, multiple national programmes address female participation across the STEM pipeline. Under the 2013 Science Policy, the Ministry of Human Resource Development introduced a national mandate to achieve 20 percent female enrollment in engineering programmes by 2020 as a strategy to empower women scientists. These efforts contributed to a notable increase in female enrollment, rising from below 10 percent in the preceding five years to 15.42 percent in 2018.

Additionally, since March 1, 2016, women in Bhutan are entitled to six months of paid maternity leave, while men receive 10 days of paid paternity leave. To support breastfeeding, mothers with children up to 24 months of age are permitted a two-hour lunch break. Similar women-friendly and family-responsive policies have been implemented across several European and other countries to encourage the recruitment, retention and advancement of women in science.

To reduce the gender gap in STEM, it is essential to integrate gender equality into national science and technology policies, strengthen capacity-building initiatives, expand mentorship and leadership pathways, ensure equitable access to research funding, improve data transparency and foster inclusive academic and institutional cultures. In addition to promoting gender equality in STEM education at the primary and secondary levels, expanding scholarship opportunities for girls and women across all stages of STEM education and urgently reforming policies related to recruitment, retention and promotion are also critical. Investing in women in STEM is a strategic necessity for enhancing Nepal’s innovation capacity and supporting long-term development.