Gender-Inclusive Pedagogies in Computer Science Education: Insights, Implications, and Future Directions
Pedagogical Innovations in Computer Science Education, (2026), pp. 175-206
Narcisan S. Galamiton
a
,
Mary Jane C. Sim
a
,
Dharel P. Acut
a
,
Damola Olugbade
b
,
Asegul Hulus
c
,
Ramesh Chander Sharma
d
,
Ari Happonen
e
,
Manuel B. Garcia
f
a Cebu Technological University, Philippines
b First Technical University, Nigeria
c University of Nicosia, Cyprus
d Dr. B.R. Ambedkar University, Delhi, India
e LUT University, Finland
f FEU Institute of Technology, Philippines
Abstract: Despite growing demand for computing professionals, women remain significantly underrepresented in computer science education and technology careers. This chapter presents a narrative review of literature on gender-inclusive pedagogies, examining classroom practices, curriculum design, assessment strategies, mentorship, and institutional initiatives that support female learners' engagement, persistence, and sense of belonging. Drawing on international and regional studies, the review identifies effective approaches such as collaborative learning, identity-affirming and real-world curricula, formative assessment, and structured support systems, while highlighting persistent gaps including Western-centric perspectives, limited intersectional analyses, and misalignment between policy rhetoric and classroom practice. Grounded in technofeminist theory, the chapter discusses implications for educators, institutions, policymakers, and future research aimed at advancing equity in computing education.