The rapid digitalization of society and the economy necessitates a corresponding transformation in education. In response to this challenge, the pilot school subject “Digital World” was introduced in Hesse to provide grade 5 and 6 students with foundational competencies in digital technologies and to foster their interest in computing-related topics. This study investigates gender-specific differences in the development of self-efficacy and subject interest over the course of a school year. Using a pre-post design, data from over 1,200 students were collected and analyzed statistically. The results indicate a significant increase in self-efficacy, particularly among girls, while subject interest declines in both genders over time. Despite these developments, gender itself does not emerge as a dominant factor in explaining changes in self-efficacy or subject interest. These findings provide valuable insights into how digital education initiatives can be designed to be more inclusive and gender-sensitive. The observed increase in self-efficacy among girls suggests that structured exposure to digital topics may help mitigate traditional gender gaps in perceived competence. However, the decline in subject interest highlights the need for more engaging pedagogical approaches to sustain long-term motivation for digital subjects. The study’s implications extend beyond the “Digital World” subject and contribute to broader discussions on equitable STEM education.