Building STEM futures: How a school hub is breaking down barriers for girls in engineering and IT

Cara’s story: From curiosity to career goals 

Cara joined SSC’s Girls in STEM Club in Year 7, drawn by an interest in engineering. Two years later, she’s planning a career in robotics. 

‘The facilitators shared that being a girl in STEM is sometimes challenging when you're the only one, but they taught us to just keep doing it anyway. That stood out to me,’ she says. 

Cara’s confidence grew through programming drones, experimenting with Micromelon robots, and visiting UTS labs where engineers use robots to solve real-world problems. 

‘They took us to the labs where it’s people’s job to use robots to solve problems. When I saw that, I thought it would be a pretty cool job to have.’ 

Teachers and families: Key partners in the journey 

The hub model doesn’t just support students – it strengthens the whole school community. Fourteen teachers received accredited professional development, learning how to integrate STEM into their classrooms and collaborate across schools. 

‘The concept of building a hub involving a high school and feeder primary school was brilliantly conceived and executed,’ said the Head Teacher of Science at SSC. ‘The whole project has been a valuable experience for our students.’ 

Parents were also engaged through campus visits, showcase events, and resources about STEM careers. One parent shared: 

‘The girls had a very fun experience! The civil engineering session was engaging and unique. My little one especially enjoyed the campus tour – lots of fun facts about UTS.’ 

Partnerships that made it possible 

The project was supported by funding from Cognizant and a UTS Social Impact Grant. While Cognizant funded WiEIT’s broader STEM X programs between 2022 and 2024, the grant helped expand the hub model. 

Key partnerships also enriched the experience: 

The Jumbunna Institute for Indigenous Education and Research, UTS Startups, Protospace, and the UTS Robotics Institute provided access to facilities, technologies and expertise that would otherwise be out of reach for participating schools. 

Challenges and what’s next 

With Cognizant's funding coming to an end in 2024, and in the context of budget constraints across the university sector, the program has had to be adaptive. 

Still, Angelini remains hopeful. All participating schools are eager to continue, and plans are in place to deliver future programs, albeit with reduced resources. 

‘We’ve seen clearly that the effect on school communities is more and more positive each year,’ says Angelini. ‘Especially the hub model – its success lies in our focus on culture change and long-term collaboration.

It's not only successful in delivering STEM content, however; there's also clear evidence that the program encourages students to consider UTS as a destination.’ 

A blueprint for social impact 

The STEM X Hub model is more than an outreach program – it’s a blueprint for social change. By embedding STEM into the everyday lives of students, teachers and families, it’s helping girls see themselves in engineering and IT – and choose futures they might never have imagined. 

It’s also a model that builds community resilience. Teachers collaborate across schools. Students mentor each other. Families are engaged. And the message is clear: STEM is for everyone.

Summary

The problem 

Girls in Australia remain significantly underrepresented in engineering and IT, with participation rates in Year 12, university, and the workforce showing little improvement over the past two decades. Research highlights that barriers to STEM engagement begin early, influenced by factors such as family, teachers, and social norms. Without targeted intervention, many girls disengage from STEM subjects before reaching high school.

The response 

UTS’s Women in Engineering and IT (WiEIT) team developed the STEM X Hub model to address these early barriers. The Hub model connects a high school with its feeder primary schools, creating a network of educators and students who work together across age groups. Students participated in hands-on projects using design thinking and emerging technologies like robotics, drones and civil engineering tools.

What helped accomplish this? 

The initiative was supported by funding from Cognizant and a UTS Social Impact Grant, which enabled the expansion of the hub model. Key partnerships with UTS Jumbunna, UTS Startups, Protospace, and the Robotics Institute enriched the program with access to facilities and expertise. Engineers Without Borders and the FEIT Indigenous Liaison Officer contributed to inclusive content and outreach, particularly in regional and Indigenous communities. Collaboration with school leaders and teachers ensured the program was tailored to local needs and curriculum requirements.

What has changed as a result?

The program reached 370 students across four schools, with surveys showing increased confidence, interest, and identity in STEM subjects. Students reported greater enjoyment of engineering and design, and improved ability to discuss STEM concepts.

Teachers gained new skills and perspectives through professional development, while families became more informed and engaged in their children’s STEM education.

The Hub model also strengthened relationships between schools, creating a more cohesive and supportive learning environment. Despite funding challenges, the program has laid a strong foundation for continued impact.