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For educational achievements, experience, and attainment philosophy of education plays a crucial role in the education system. The philosophical perspectives deliver pursuits of wisdom through a systematic approach that inquires into nature and the meaning of the Universe and discusses human life. In education, philosophy is the key component that thrives ideas for influencing educational viewpoints in a significant way.
The philosophical approach denotes the ideas and understanding of great understanding of Western Civilization. The focus of the approach is to enhance the teaching process and ideas to seek everlasting truths and human behavior and words change (Gupta, Garg, & Kumar, 2018). The teacher uses unchanging principles.
This is the perspective of beliefs that there should be core knowledge and understandings that must be transmitted to students in a systematic and disciplined way. This will stimulate the conservative intellectual and moralities that schools must be adhered to teach. Essentialists should accept the idea of core knowledge and cultural viewpoints for practical understanding and preparing students for their curriculum activities.
The approach believes that education should be concentrated on a whole child not only the contents or teacher. Education should be philosophically understood and test ideas through active experimentation. Learning is rooted in the learner’s questions that can be arisen through the learning experience in the world. Learners the most important in that they are keen to learn new activities and learnings (Shubina, & Kulakli, 2019). The learnings should be individual physical and cultural context.
Reconstructionism is the critical theory that demonstrates social questions and impressions questing for better social ideas and worldwide democracy. The idea believes that social systems can be changed to overcome oppression and improve human conditions. This also highlights the social forms of education aiming at curriculum activities. This also focused on highlighting the experiences of the students and taking real problem solutions for emphasizing study development.
In the field of science and technology, women's participation is lower than men's, according to various wealthiest regions. In most regions, women have less access to educational resources in the field of finance, technology, innovation, and education. So, that resulted in the lesser presence of females in the entrepreneurship and business field. In biological science and technology women's participation rate is around 50% but in the science and technology for engineering field is a 30% female participation rate (Kovacova et al., 2019). The enrollment of women in science and technology programs there is a high drop rate because of a lack of flexible working times and lack of child care. The policies of the government, the role of politics, high social and educational status, economic status, and financial resources can help women to participate in education for science and technology. The pedagogy based on Gender and education reflects on the teaching and moving segments of pedagogy including styles, feedback, assessment, and teaching methods.
For gender and education, technology indicates the great access to existing technology for penetrating the access of women’s needs in accordance of increasing efficiency in productive carrying out other tasks. Science and technology in education and gender equity refer to the training of women to empower them in all aspects of their lives. Paradoxically, the magnitude of the sex ratio of relative academic strengths, and pursuits of Science, Technology, Engineering, and Mathematics degrees arises with an increase in national gender equality (Peters, Jandrić, & Hayes, 2022). The gap between boys' and girls’ engagement in science and technology learning is known as the issues in gender and education paradox. The achievement related to the academic performance was nearly universal. Due to the social-physical parameters, gender gaps between men and women remain to exist. Through scientific experiments and achievements, gender gaps should be removed from society. The narrowing path of the women's and men's behavior and attitudes will influence the gender issues in education for science and technology. The gender issue can be removed from proper mentoring, proper informing and analysis of the working conditions, and effective policy generation (Xu et al., 2020). The normal work conditions and gender equality for both women and men are the primary factors for gender equality settings and society settings in science and technology that can be strengthened for socio-scientific development.
Pedagogy has always been inclusive of educational context and philosophical practices also include and have informed philosophical inquiry and education concepts. Inclusive education is meant to help me in understanding education teachers and understanding the principles of inclusive teaching and learning methods for developing and creating skills for better learning in the educational environment (Ceder, 2018). The universal design program for learning and its benefits for reconstructing the social structure. In Finland, the aim of education is to emphasize personality development rather than merely the cognitive domain of education. The educational activities and tasks related to ethics and inclusion include moral values, ethics, and inclusivity that enable how pedagogy works in both cognitive and affective structures. This is required the teaching and learning roles. The ethics and inclusivity refers to the concerns of human behavior and theoretical, systematic, and rational reflection related to social and human actions. Mortality and ethics comply with all living aspects and education cannot be separated from other aspects of life expectations. But, the recent changes in teaching methods following ethical values create obstacles in science and technology education. According to UNESCO, in 121 countries, women have been shown by 29% of researchers and there are significant disparities in the regions. There are major differences between women's and men's participation rates in the field of Science and technology. Because of the acceptance of science and technology. Men are basically tending to influence science and technological innovation, whereas, females are ready to accept the changes and adopt technological innovation (Sobirovich, 2021). This is comfortable for people ready to accept the changes. Widely shared gender beliefs, math and science ability, Career trajectories, and occupational sectors implicate the gender differences in education. The gender gaps between women and men create different scopes and opportunities in the employment field future.
Various gender issues exist in the field of science and technology. The women's presence in this educational context is significantly lesser than the men's. These problems have been observed all over the world including in the wealthiest regions like the USA and the European Union. It has been researched that the number of women in the degree programs like engineering, computer science, and physics is very low (Elias & D’Agostino, 2019). Gender-related issues continue in technological workplaces as well. According to an authentic report, the presence of women in the workforce of technology and science is heavily decreasing.
Women are not provided equal opportunity in terms of getting proper resources like financing, property, and education. These resources are important to pursuing education in the field of science and technology. As a result, there is less female participation in this educational context as an employee, entrepreneur, and researchers than the male.
The participation of women in the medical field is so high all over the world. They are too prone to the biological department to pursue their education. That is why women have to restrict themselves from the study of engineering. Thus, there are fewer women engineers in the concerned workforce than their counterparts. According to authentic data, the participation of women in life sciences, biological, and medical is above 50% in some countries (García-Holgado et al., 2018). Thus, women do not have the option to pursue their careers in the engineering field. However, as per the data, the participation of women in the technical field is less than 30% in most countries. As medical and engineering are two different types of fields, one can not continue both fields at a time. Therefore, women have a less participation rate in the field of science and technology than men. The main reason for this issue is that women some lack interest to study in the field of technology and science.
Women are considered to be unable to make proper decisions in some countries. According to data, about 12% of women take part in the process of decision-making in the corporate sector (Setati et al., 2019). Thus, it has been understood that they do not show their capability in making decisions. However, the women in South Africa are quite an exception. They held a rate of 28% as far as their contributions in the process of decision making is concerned.
Several social and health issues force women to get away from the field of engineering and science. Social issues include early marriage, household responsibilities, inequality in pay, and underrepresentation as a healthy leader. Continuing an educational career in the field of technology and science takes a lot of time to finish. However, especially in southeast Asia, women do not have the privilege to pursue their educational careers for such a long time (Yang, 2020). They are forced to get married and eventually they end up losing their education in the field of science and technology. With getting married, a huge amount of family responsibility comes to their mind as a burden. Then, they have no option but to leave the technical career. A huge number of women can not participate in technology and science studies due to weak health as these types of studies require too much hard work.
It has been well documented that education in the field of technology and science requires comparatively more financial support than other educational fields. In most countries of Asia and Africa, women do not have the relaxation to spend a huge amount of money just for pursuing an educational career. A huge number of students, especially women, do not have enough financial support from their families. The parents believe that they should invest more in the studies of their sons. This negative mentality of the parents gets their daughters away from studying engineering and science (Peña et al., 2021). Thus, in this field, men have a huge edge over their counterparts. In conclusion, women are not fully financially supported as compared to men from their respective families. It has been observed that of those women who have enrolled themselves in the technology and science programs, 30% of them drop out because of various issues like lack of flexibility in work hours, financial resources, health care, economic and social status (Paqueo & Orbeta, 2019).
As of now, several countries have made some policies to prevent these gender issues in the field of technology and science. Brazil is one of the countries that have brought a policy named “state-funded tuition” (Dvoriak, Karagodina & Semigina, 2020). Through this policy, women are assessed for pursuing their studies in the field of technology and science. The women are helped with providing financial support through this policy. This is why Brazil is the number one country in the world as far as women's education in the field of technology and science is concerned. Brazil has the edge over all the countries as far as the participation of women in technology, innovation, and science is concerned. As per a survey of the participation of women in innovation, technology, and science, India is at the lowest rank in this concerned field due to the low educational and social status of women in the country. The USA also focused on publishing various policies on child care, maternity leave, and birth control just to encourage their women to come into the field of technology and science. Pedagogical philosophy has some impact on gender equality in the field of technology and science. Teachers are supposed to provide general lessons on the importance of this field for both genders as the aim of pedagogical philosophy. It has been understood that the main problem in this context is the lack of interest in the study in the field of science and technology as well as the lack of sufficient financial support and the lack of required policies to counter these issues.
Gender issues in the context of educational science and technology are important aspects for the progression of education as women in the field of science and technology have always remained underrepresented in the context of STEM fields. As per 2018 reports of Eurostats, there were 2.6 times more male candidates in educational fields related to construction, engineering and manufacturing and 3.9 times more males were graduated in the field of information and communication technology (Davila Dos Santos et al., 2022). The gender imbalance is a concerned factor in the research and technological innovations field which requires the immediate lookout for removing barriers regarding recruitment, career progression, employee retention and other decision making processes. As per the Gender Equality Plans, the strategic approaches related to the educational actions must incorporate proper assessment which helps implement the technological solutions and make corrections in the particular biases that maintain the progression in developing gender balance in the STEM fields. The strategies to build up the gender diverse research team will help measure the significant initiatives that contribute to the increasing awareness about the gender perspectives in the educational development of science and technology (Tikly, Vogel, & Kurvers, 2020). The project packaging needs to be implemented with educational materials for achieving gender equality required to be implemented with the help of the evaluation tutorials, standard monitoring process and guidelines for maintaining the objectives of gender equality.
The EU initiatives have segregated the policies regarding the educational training in fields and science and technology in three categories involving research policies, human resource policies and innovation policies stimulating the working process to achieve the goals of gender equality in the STEM fields. Equal opportunities have been legalised for women to take more participation in the doctoral degrees and take preventive measures for mitigating the discrimination based on sex in the higher education and fields of science and technology. The wage gap policies are regulated by the international policies implemented according to the national contexts. All countries have implemented the Benchmarking Policy Measures for Gender Equality for dealing with the wage gap policies based on gender discrimination in fields of science and technology (Arraiano, 2018). The EU policies have employed the quotas for reaching up to the targets for creating the impacts of gender imbalance within the public bodies controlled by the governmental functions. This legislation has enabled few women access to the research institutes, senior University, research committee and research councils. The significant parts of the ministry department in different countries provide importance to the women's presence or absence to be evaluated effectively. The legislative approaches are made for mitigating the shortcomings in the women's representation in the STEM fields of the UK. After the three waves of feminism, the equal perspectives, women's perspectives and gender perspectives are taken seriously and incorporated within the legal context and decision making process (Mwale-Mkandawire, 2020). The linear model of legislative response, separate institutional provision and diversity management policies are significant in processing the mechanism of progressive changes in fields of science and technology through the explanatory legislative model of gender equality.
The equal opportunities rights were brought into functions in 1970 in Europe while the mandatory legal approaches with effects of equal treatment of men and women in cases of employmentship were laid in the 1957 treaty of Rome. The feminist movements took substantances from that as well resulting in the formation of EU directives that work for resolving issues like equal wage, equal treatment for promoting social security to both the genders and equal treatments involving the working conditions and employment (Fox, 2020). The EU directives then move onto developing the legal promotions, vocational training, national training, individual rights based approaches, equal access to employmentship for mitigating the gender based discrimination in the education, training and workplace. These policies have provided the base for promoting sex equality laws at the international levels for mitigating the gender issues in the education fields of science and technology.
Women and girls continue to become undervalued in the sectors of science, technology, arithmetic and engineering, in spite of the fact that advancements have already opened up entirely new avenues of potential opportunities for them. For one thing, it allows for analysing the consequences of changes in climate on local groups and assists in the development of a more efficient and environmentally friendly response to global warming. Besides that, it also contributes to a better understanding of the dangers of climate change in different groups. Only about 35 per cent of all students who study STEM subjects, according to data generated from UNESCO, are female. For the UN's Goals of Sustainable Development to be met and the 2030 Agenda's pledge to "leave nobody behind," addressing the gap between men and women in science and technology is also crucial (Gregersen, El-Lakany & Frechette, 2020).
Patricia Espinosa, executive secretary for climate change at the United Nations, highlighted on the third annual International Day of Women and Girls in Science that visionary women have made important and crucial scientific contributions in the field of science and technology over a period of time (Ponthieu, 2020). Women have made and will continue to make their own presence in a myriad of science and technology disciplines stated by astronomer Hypatia of the 4th century, Iranian mathematician Maryam Mirzakhani, and Tu Youyou of China who invented the medicine of malaria, artemisinin. The Intergovernmental Panel on Climate Change, United Nations has obtained invaluable input from a variety of prominent women from all over the world. They have accomplished this by delivering the proof and motivation for countries to act in accordance with the Paris Climate Change Agreement to resolve one of the major issues of our day.
But as long as women are undervalued in the field of science and technology, mankind will not be able to develop the type of positive outlook that will benefit both current and foreseeable generations. The International Day of Women and Girls in Science and Technology ought to honour these women's contributions significantly (Botella et al., 2019). This should serve as the drive for all states and institutions to figure out how they can effectively provide access to this tremendous pool of female players. More inspiration, guidance, and possibilities at school enabling girls to engage in the wide range of fields of science and technology which might affect all of their lives ought to be the first stage.
The world needs to support and encourage girls and women to maximize their potential as engineers and creators. This is essential if the world needs to realise its aims for sustainable development of a green planet. The efforts of the world to encourage and integrate women and girls in science and technology advancement are being led by the United Nations. For instance, UNESCO hopes to contribute to improving the status of women and eliminate the gap between men and women in STEM- science, technology, engineering, and mathematics disciplines at all stages of education and research through the SAGA- STEM and Gender Advancement project (Garcia-Holgado, Diaz & Garcia-Penalvo, 2019).
At the international level, governments of different countries have made commitments regarding girls' and women's involvement in and access to science and technology. The Beijing System for Action, which was implemented at the Fourth World Conference on Women in the year 1995, calls on Governments and all interested parties to increase access for women to it and engagement in science and technology, such as by having to adapt school curriculum and learning aids and by increasing the proportion of female teachers in scientific and technological fields of study at all education levels as stated in para 82(g) and 83(f) of the policy (Corredor, 2019). As mentioned in paragraphs 82(c), (e), and 85 (b), stakeholders also need to provide data about the availability and perks of educational programs in the science and technology sectors as well as financing for special programmes in these fields to expand opportunities for women.
In the Tunis Agenda for the Information Society, 2005 and the Geneva Plan of Action, 2003, the WSIS- World Summit on the Information Society acknowledges the significance of encouraging the involvement of women in ICT- information and communications technologies, such as in the threshold of decision-making (van der Spuy & Reneses, 2021). In order to boost the proportion of women engaging in the ICT sector, it proposes prevention and early mediation in science and technology that is geared towards young girls. Additionally, it underscores the demand for gender-sensitive ICT policies. Also, governments of many countries made a commitment to providing adequate access for women to productive materials and assets, including technology, at the United Nations World Summit in 2005.
Since 1996, the matter has come up during a variety of conferences of the Commission on the Status of Women. The accepted outcomes on women and the environment, 1997 exhort stockholders to endorse the contribution of women to the expansion of environmentally friendly techniques and in impacting the advancement of new and successfully formulated techniques, whereas the agreed outcomes on education and training, 1997 demand that functional capacity be placed on education in math and science and future technologies for girls and women, such as the use of digital technologies. They also focus on the importance of competent counselling and telecommunications companies to encourage women to participate in the development of emerging technologies from conception to implementation, monitoring, and assessment.
The ECOSCO- United Nations Economic and Social Council only has one functional commission with a GAB- Gender Advisory Board, which was created in the year 1995 for the CSTD- Commission on Science and Technology for Development. The GAB, which was once known as the GWG- Gender Working Group, created a list of "Seven Transformational Areas Of intervention" to advance equality between the sexes, which had been approved by ECOSOC in the year 1995. A further revolutionary activity sector was introduced to the GAB in the year 2006. Issues of equality of the sexes have already been covered by the CSTD in its declarations.
The 2003 consensus guidelines on increasing the number of women's participation in and accessibility to the media (Bagatin et al., 2019). It also influences on and is used as a tool for gender parity and enfranchisement, calls for equal opportunities for women and the surveillance of female representation in various levels and categories of employment, schooling, and mentoring in ICT.
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