Understanding the role of STEM education in addressing gender bias in industry 4.0 and 5.0 technologies: Evidence from engineering students in Ecuador

Worldwide, the rapid integration of digital technologies has intensified interest in Industry 4.0 (I4.0) and Industry 5.0 (I5.0), particularly regarding their implications for skills development, inclusion, and workforce diversity. While I4.0 focuses on technological integration and automation, I5.0 emphasizes human-centric, sustainable, and inclusive innovation. Gender disparities in STEM fields remain a critical concern, as the underrepresentation of women may contribute to biased outcomes in emerging technologies. This study explores the perceptions, motivations, and perceived barriers of undergraduate engineering students in Ecuador regarding STEM participation and their engagement with I4.0 and I5.0 concepts. Using a quantitative survey of 52 students from a private university, the study examines potential gender differences in attitudes toward technological skills, educational experiences, and career pathways. The findings indicate limited statistically significant gender differences in students’ perceptions and motivations, suggesting that attitudes toward I4.0 and I5.0 may be more similar across genders than often assumed in this context. However, structural and cultural barriers continue to shape participation patterns. The study contributes to the literature by providing context-specific insights from a developing country and by highlighting the importance of aligning STEM education with inclusive and human-centered approaches associated with I5.0. The findings should be interpreted as exploratory due to the study’s limited sample size and institutional scope.