Fomento de la igualdad de género a través del pensamiento computacional y actividades STEM

— This study assessed computational thinking skills in industrial engineering and systems engineering students at public universities in the Andean region of Peru, considering a gender perspective. Five key computational thinking skills were analyzed: abstraction, decomposition, generalization, algorithmic design, and evaluation. Using a quasi-experimental post-test methodology with non-probabilistic sampling, classroom-based STEM activities were implemented, focusing on local issues relevant to students' communities (agriculture, livestock, environment, security, and education) through the use of microcontrollers, sensors, and block-based programming environments. The results indicated no significant differences in the development of computational thinking between male and female students, demonstrating equal participation and enthusiasm in the proposed STEM activities. These findings suggest that contextualized approaches can foster gender inclusion in STEM education.