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<p>The global energy transition requires not only technological innovation but also structural transformation in education and research cultures. Adopting a feminist analytical lens, we conducted focus groups with university students and academic staff across STEM and non-STEM disciplines in Italy, Germany, and the United Kingdom. Qualitative analysis reveals persistent gender disparities in energy-related higher education and professional trajectories. These disparities emerge through two interrelated dynamics: unmet aspirations and repelling effects. The former reflects a misalignment between student expectations and curricular engagement with socio-technical dimensions of the energy transition, compounded by gender-blind pedagogical content. The latter captures the persistence of cultural norms and gender stereotypes that operate as structural barriers, disproportionately affecting women. We argue that addressing these gaps requires a reconfiguration of curricula, pedagogical approaches, and epistemological foundations, alongside the transformation of workplace cultures, to enable more equitable and socially engaged pathways into energy transition research and innovation.</p>

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Bridging the gender gap in the energy transition: addressing unmet aspirations and repellent effect in education and early career pathways in Italy, Germany and UK

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月24日

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  • Lucio Pisacane,
  • Cloe Mirenda,
  • Maria Camilla Fraudatario,
  • Marta Warat,
  • Yara Evans,
  • Rocio Diaz-Chavez,
  • Marie Zoe Bakalovic,
  • Sabine Loos

摘要

The global energy transition requires not only technological innovation but also structural transformation in education and research cultures. Adopting a feminist analytical lens, we conducted focus groups with university students and academic staff across STEM and non-STEM disciplines in Italy, Germany, and the United Kingdom. Qualitative analysis reveals persistent gender disparities in energy-related higher education and professional trajectories. These disparities emerge through two interrelated dynamics: unmet aspirations and repelling effects. The former reflects a misalignment between student expectations and curricular engagement with socio-technical dimensions of the energy transition, compounded by gender-blind pedagogical content. The latter captures the persistence of cultural norms and gender stereotypes that operate as structural barriers, disproportionately affecting women. We argue that addressing these gaps requires a reconfiguration of curricula, pedagogical approaches, and epistemological foundations, alongside the transformation of workplace cultures, to enable more equitable and socially engaged pathways into energy transition research and innovation.