The tech industry has historically been male dominated, with women representing just 29% of the UK tech workforce, but is it set to get worse?
Mohammed Rehman, Head of School of STEM at Arden University, discusses tech’s gender imbalance in more detail, touching on the ways schools and businesses can work together to solve the challenge.
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Fewer teenagers are choosing to study computing at GCSE – and the drop is especially sharp among girls.
One of the reasons for this trend, is due to the recent shift from the more accessible ICT GCSE to a tougher, theory-heavy computer science course. The numbers somewhat prove this, as in 2015, 43% of candidates for ICT GCSE were female. However, in 2023, with ICT no longer available and replaced by computer science, that number dropped to just 21%. Despite there being a stronger intake in 2025, the number of girls taking computing at GCSE level still remains low, at 23%.
While intended to raise standards, the new curriculum is often seen as daunting and less inclusive, discouraging many students from pursuing computing at secondary school. Naturally, this continues up to A-level, where computing is recorded to have the biggest gender imbalance of all subjects towards males. This concerning trend has continued for the sixth year in a row, with boys now making up 81% of entries and girls just 19%.
The recent decline is a wake-up call for the tech industry, educators and policymakers alike. The GCSE tech curriculum shift has inadvertently created a barrier for many students, especially girls, who may now perceive the subject as more difficult or unwelcoming. This trend threatens to widen the future gender gap in tech.
While awareness campaigns and advocacy efforts are important, they’re not enough alone. Real progress requires a shift in how we teach and inspire the next generation of tech talent, and it’s time to move beyond simply talking about the problem, and instead focus on practical, hands-on solutions that empower girls to see themselves as creators and innovators in the tech world.
How can education institutions reboot equality?
To address the gender gap in computing, education institutions must start early by reframing how computing is introduced to young learners. Coding and problem-solving should be integrated into primary school curriculums in ways that are creative, collaborative and tied to real-world interests to help engage both girls and boys. This will help to demystify computing, by showing students that it’s not just about abstract algorithms or intimidating lines of code; it’s about solving real-world problems, building apps and creating tools that can change lives.
Certain subjects such as health and social care (96% girls vs 4% boys) performing/expressive arts (92% girls, 8% boys) and English literature (80% girls, 20% boys) have predominantly female entries. As such, projects that combine coding with art or social causes can help girls to see the subject as not only relevant but also exciting. For example, coding to create digital fashion designs or AI in climate modelling; by connecting computing to areas they already care about, educators can spark curiosity and engagement long before stereotypes take hold.
Another critical step is diversifying the role models that students encounter. Schools can invite female guest speakers from the tech industry, highlight the often-overlooked contributions of women in tech history and showcase the wide variety of career paths available in computing. They can also partner with leading organisations that help with the equality of women in tech movement, to inspire young women. This will also help to dismantle the outdated image of the ‘lone programmer’ and replace it with a more inclusive vision of what a tech professional can look like. Schools could also go a step further by creating immersive experiences through VR or AR, where students can step into the shoes of women tech leaders, engineers and entrepreneurs.
Building confidence is another key area where schools can make a difference. Coding clubs, mentoring programmes and safe spaces where girls can experiment and make mistakes without fear of judgement are essential. These initiatives provide a supportive environment where students can develop their skills and resilience.
How businesses can change the code gap
Businesses also have a crucial role to play in addressing tech’s gender challenge. As we know, one impactful way businesses can contribute is through mentorship and sponsorship programmes, as pairing students with women in tech who can share their experiences, offer guidance and illuminate potential career pathways can be transformative.
Programmes at companies like Google and IBM are frequently cited as successful examples. With one US study, mentoring increased management-level representation for women and minorities from 9% to 24%, and improved promotion and retention rates from 15% to 38%. Mentoring can provide young learners with tangible examples of success and will continue to help them envision a future in the industry.
Industry partnerships with schools and universities can further bridge the gap between education and the workplace. By co-creating curricula, offering internships and providing work experience programmes, businesses can show students the real-world applications of computing. These initiatives not only make the subject more relatable, but also help students build the skills and networks they need to succeed.
Teachers should receive training to recognise and counteract unconscious bias, ensuring that girls are encouraged to pursue computing on equal footing with boys. As well as this, it’s important to consider how many parents may also unconsciously steer girls away from computing, and so innovative campaigns could use storytelling (short films, interactive workshops) to show how computing opens doors to secure, creative and impactful careers. Fostering an inclusive workplace will naturally bleed into classroom culture, making it easier for educators to break down the barriers that often discourage girls from exploring tech.
Debugging diversity
Closing the gender gap in computing isn’t just about representation: it’s about creating opportunities for women to shape the future of technology. Importantly, a remaining pressing issue is the gender pay gap, which in the UK, stood at 17.5% in the tech sector; for women in tech to truly flourish, there needs to be better equity in order to attract them into the industry and for them to feel seen enough to stay.
The tech industry is one of the most powerful drivers of innovation and economic growth, and we can’t afford to leave half the population behind. By prioritising hands-on learning, mentorship and real-world application, we can build a more inclusive pipeline of talent and ensure that the next generation of tech leaders reflects the diversity of the world they aim to serve.
The challenge is clear, but so is the opportunity. Let’s stop asking why girls aren’t taking computer science and start showing them why they should. Let’s give them the tools, the confidence and the inspiration they need to build the future, not just for themselves, but for all of us.
Dr Mohammed Rehman
Dr Mohammed Rehman is the Head of School of STEM at Arden University. Over the past 20 years, he has developed and delivered courses at foundation, undergraduate and postgraduate levels. His work is primarily focused on technology-enhanced learning. He completed his PhD at Warwick University in 2020, which explored mobile learning and the use of mobile devices in higher education across diverse cultural contexts. He is passionate about empowering students to thrive in STEM fields.
