Translated with DeepL
Promoting the digital, scientific and technological skills of society as a whole is essential so that the population can actively participate in scientific discourse. At cantonal and communal level, this can be achieved through low-threshold STEM programmes in public spaces or through targeted sensitisation of so-called gatekeepers - i.e. people who have a direct influence on young people's career choices. This includes parents in particular, who, according to the Barometer of Interfaces (JRC/SBFI, 2024), play a decisive role in 90 per cent of cases when it comes to choosing their children's education. They therefore need to be better informed about STEM careers and strengthened in their supportive role. It is also crucial for students to interact with each other, for example through peer networks or moderated groups that break down gender-specific stereotypes.
At cantonal level, the networking of local stakeholders is a key success factor for sustainable STEM promotion. The bottom-up approach, which responds to the needs of local industry and business (EU STEM Coalition, 2023), can help to strengthen synergies between schools, the world of work, tertiary education and society. Public-private partnerships, such as Smartfeld in Thurgau or Go-Tec-Labor in the canton of Schaffhausen, are examples of successful collaborations that bring schools and companies together. In order to systematically establish such networks, the formation of regional working groups for STEM promotion is recommended, which are supported by STEM coordinators and act as an interface between schools, universities and companies.
A key measure for promoting STEM professions is the targeted training and further education of teachers. Evidence-based teaching methods that combine theory and practice (Colberg et al., 2024) are essential here. There is a lack of sufficient specialised training in the natural sciences, particularly at primary level. The Swiss Association for the Didactics of Natural Sciences (DiNat.ch) is therefore calling for an expanded elective area for science subjects (Colberg et al., 2024). In addition, all teachers should be required to complete at least two internships in science subjects during their training. Specialists in educational and career counselling must also be informed about current developments in the study programmes and use gender-sensitive information materials.
Pupils must be supported throughout their school years with interactive and practical STEM activities in order to increase their interest. Even in kindergarten, playful approaches can help to arouse curiosity for scientific phenomena. At secondary school level, careers guidance should be strengthened by providing high-quality information, such as the University of Basel's "Career choice free of clichés!" or the "Balayons les clichés" card index boxes from French-speaking Switzerland. Digital tools such as MindMINT at the University of Zurich, which aims to promote a positive mindset (Evagorou, 2024), are also promising approaches. In addition, the image of technical professions must be improved - for example through taster days, company visits and exchanges with specialists. Targeted talent promotion along the lines of ICT scouts could identify and support particularly talented students at an early stage.
The flexible organisation of the baccalaureate in the most recent revision is a step in the right direction. Digital science should remain anchored as a compulsory elective subject in the long term. In addition, gender-specific subject designations should be reconsidered in order to avoid stereotypical study choices (Vouillot, 2010). Later options for specialisations could make it easier for students to discover STEM professions for themselves. Targeted study and career counselling is also important, especially for young people from non-academic families. In order to increase permeability in the education system, the vocational baccalaureate should be further upgraded (Salvi, 2024).
Increasing the proportion of women in STEM professions requires a systemic, long-term approach. In addition to existing measures, further steps are necessary, such as the targeted promotion of female role models, the further development of gender-sensitive curricula and stronger networking between science, business and education policy. Switzerland has already taken valuable steps with its Gender Equality Strategy 2030 and various cantonal initiatives. But much remains to be done. Close collaboration between schools, universities, companies and political decision-makers is essential in order to bring about sustainable change and shape a more inclusive STEM future.