Bridging the gender gap in the energy transition: addressing unmet aspirations and repellent effect in education and career pathways in Italy, Germany and UK

The global energy transition demands not only technological innovation but also systemic change in education and research cultures. Drawing on qualitative data from focus groups conducted with university students and faculty from various STEM and non-STEM disciplines in Italy, Germany, and the United Kingdom, this study reveals how gender gaps persist in energy-related higher education. These gaps are shaped by various dynamics, categorized and discussed in this paper in terms of unmet aspirations and repelling effects. The first refers to the failure to meet students' expectations regarding the resolution of issues related to the socio-technical changes of the energy transition, as well as gender blindness in teaching content. The second dynamic refers to practices linked to persistent cultural norms and gender stereotypes that effectively generate barriers, especially to the detriment of women. We argue that bridging these gaps requires rethinking curricula, pedagogy, and underlying epistemology, as well as workplace cultures, to foster equitable and socially engaged pathways for the next generation of energy transition researchers and innovators.