Breaking Barriers: Increasing Girls' Participation in Computer Science Education in Nigeria

Computer Science (CS) education plays an important role in developing digital skills and preparing students for further education and careers in technology. However, girls’ participation in Computer Science and related STEM fields remains affected by a range of social, educational, economic, and technological factors. In Nigeria, these challenges include gender stereotypes, limited access to computing resources, inadequate infrastructure, rural–urban inequalities, limited digital literacy opportunities, and teaching practices that may not sufficiently support active participation.This study examined the barriers affecting girls’ participation in Computer Science education in Nigeria and identified strategies that can support increased participation. The study adopted a descriptive-qualitative literature review design and examined ten selected studies published between 2020 and 2025. The reviewed literature was organized using a literature matrix and analyzed thematically according to the research questions. The studies examined issues including gender disparities, digital literacy, access to computing resources, rural–urban differences, teaching and learning approaches, and institutional and policy conditions.The findings indicate that girls’ participation is influenced by interconnected factors rather than a single barrier. Socio-cultural expectations and gender stereotypes can shape students’ experiences and opportunities, while inadequate computing infrastructure and unequal digital access can limit practical exposure to Computer Science. Economic constraints and rural–urban disparities further affect access to technology and educational resources. The reviewed literature also indicates positive associations between digital literacy and STEM career path choice intentions. Project-based learning, collaborative learning, creative computing, and instructional scaffolding were associated with positive learning experiences or improved achievement in the studies reviewed. However, the findings also vary according to the population, context, and outcome examined. The study concludes that increasing girls’ participation in Computer Science education in Nigeria requires an integrated approach that combines improved access to technology, stronger digital literacy opportunities, inclusive and active teaching practices, supportive learning environments, and appropriate institutional and policy support.