Mentorship in science, technology, engineering, and mathematics: transforming primary education

Abstract

This essay examines, through a literature review, the effect of STEM workshops delivered by university students and the use of educational robotics in primary education, with emphasis on the gender gap in children’s interest in and development of scientific-technological competencies. Particular attention is given to the role of university mentors in motivating girls toward STEM disciplines. Drawing on recent findings, the essay argues that active methodologies such as problem-based learning, university mentoring, and hands-on robotics are effective pedagogical tools for awakening early scientific-technological vocations. It contends that mentors require training in gender perspective and concrete didactic strategies, and that robotics must be integrated inclusively into the curriculum. The essay concludes with recommendations for educational policy design and future research.