Imagen de Portada

Pathways to green careers: using MICMAC analysis to address gender barriers in STEM-related TVET education in Colombia

Guardado en:
Publicado en:Empirical Research in Vocational Education and Training vol. 17, no. 1 (Dec 2025), p. 20
Autor principal: Vásquez-Chaux, Paola
Otros Autores: Soto, J. David, Gallego, Viviana
Publicado:
Springer Nature B.V.
Materias:
United Nations Educational Scientific & Cultural Organization International Labor Organization
Latin America
Colombia
Technological change
STEM professions
Careers
Energy transition
Climate change
Inclusion
Sex discrimination
Participation
Gender equity
Workforce
Vocational education
Alternative energy sources
Gender differences
Electrical installations
STEM education
Developing countries > LDCs
Circular economy
Sustainable development
Stereotypes
Access to education
Females
Green economy
Learning Activities
Participatory Research
Literature Reviews
Curriculum Development
Active Learning
Innovation
Disproportionate Representation
Case Studies
Climate
Agricultural Education
Research Methodology
Career Guidance
Barriers
Focus Groups
Influence of Technology
Sex Fairness
Engineering Technology
Educational Change
Skill Development
School Policy
Labor Force
Sex Stereotypes
Gender Discrimination
Acceso en línea:Citation/Abstract
Full Text
Full Text - PDF
Etiquetas: Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
Resumen:Women’s participation in Green-STEM (Science Technology Engineering and Mathematics) careers remains low. This study examined how to remove gender barriers in Environmental-STEM technical and vocational training programs, aiming to expand opportunities for women in the green economy. SENA, Colombia’s public TVET institution, served as the case study. Gender Transformative and Participatory Action Research approaches, along with the MICMAC method, were used to identify, analyze, and address key barriers. Surveys, interviews and focus groups provided qualitative and quantitative data. The MICMAC analysis revealed the relationships among barriers and their interdependencies, identifying nine core barriers. To address these, women-led smart strategies were implemented through learning cycles, supported by small- and full-scale green pilots focused on sustainable resource utilization, production patterns, and circular economy knowledge transfer. As a result, female apprentices strengthened their sustainability-focused skills and confidence, while SENA enhanced its capacity to foster more inclusive Green-STEM vocational pathways. This study expands existing knowledge by deepening the understanding of gender barriers in vocational STEM careers related to sustainability and environmental management in Latin America, where research remains Limited. It offers actionable recommendations on leveraging education to drive progress toward SDGs 4, 5, 12, and 13.
ISSN:1877-6337
1877-6345
DOI:10.1186/s40461-025-00196-2
Fuente:Education Database