Design and learning for equal opportunities in technology careers: a literature review

Gender inequality in technology careers remains a challenge, limiting diversity and innovation in the sector. This article investigates the impact of educational initiatives aimed at female high school students, highlighting the use of Design for Change and Inclusive Design methodologies. The objective is to demonstrate how design can make technology education more accessible, engaging, and representative, encouraging female participation in the field. The research combines theory and practice to develop essential skills for these students' inclusion in the sector, strengthening their self-confidence and expanding their career perspectives. To support the analysis, a Non-Systematic Literature Review (NSLR) was conducted to identify key concepts and references, followed by a Systematic Literature Review (SLR) mapping educational practices focused on female inclusion in technology, emphasizing the role of design. The research in databases such as CAPES, EBSCO, and Google Scholar resulted in 19 articles, of which only six met the established criteria, providing insights into effective inclusion strategies in the STEM field.