Fostering Diversity in Software Engineering Education: A
Challenge-Based Approach to Integrate Non-STEM Students
Afonso Sales
a
, Nicolas Nascimento
b
, Rafael Chanin
c
and Aline de Campos
d
Pontifical Catholic University of Rio Grande do Sul (PUCRS), School of Technology, Porto Alegre, RS, Brazil
Keywords:
Software Engineering Education, CBL, Diversity in Tech, Cross-Disciplinary, Mobile Development.
Abstract:
This paper proposes an innovative approach to addressing the lack of diversity in software engineering edu-
cation by integrating non-STEM students into mobile app development programs. Leveraging the Challenge-
Based Learning (CBL) methodology, this idea paper explores how targeted instructional strategies and prepara-
tory leveling sessions can empower students from diverse academic backgrounds to succeed in highly technical
environments. By breaking traditional barriers to programming education, this approach fosters an inclusive
learning environment that enhances technical skills and encourages cross-disciplinary collaboration and in-
novation. We present the conceptual framework and practical implications of this inclusive model, offering
insights into how this approach can be adopted across different educational settings to promote diversity and
innovation in software engineering.
1 INTRODUCTION
In the last few years, the growing demand for mobile
app developers in the software engineering industry
has highlighted the importance of providing acces-
sible and effective educational programs (Dahlander
and Wallin, 2018; Thomas and Devi, 2021). However,
traditional approaches to software engineering edu-
cation often present significant barriers for students
from non-STEM (Science, Technology, Engineering,
and Mathematics) backgrounds, limiting diversity and
innovation in the field (Hyrynsalmi, 2023). The lack
of inclusion for non-STEM students in programming
courses could reinforce these barriers and deprive
valuable interdisciplinary perspectives that could con-
tribute to more innovative solutions (McKinsey and
Company, 2020).
This paper proposes an inclusive and active
learning approach to mobile app development ed-
ucation by integrating non-STEM students into a
structured Challenge-Based Learning (CBL) frame-
work (Nichols et al., 2016; Jimarkon et al., 2022).
Grounded in constructivist principles, CBL empha-
sizes real-world problem-solving, collaboration, and
a
https://orcid.org/0000-0001-6962-3706
b
https://orcid.org/0000-0002-0080-8822
c
https://orcid.org/0000-0002-6293-7419
d
https://orcid.org/0000-0002-3585-954X
creativity. The insertion of a preparatory leveling
addresses technical gaps, enabling non-STEM stu-
dents to acquire foundational skills and tackle tech-
nical challenges alongside STEM peers.
This approach aims to create a replicable model
that encourages diversity in software engineering edu-
cation while providing students with the technical and
collaborative skills required for success in the modern
tech industry. Therefore, this paper explores the con-
ceptual framework of this model, integrating multiple
perspectives to increase creativity and foster collabo-
ration among learners from diverse backgrounds.
The following Section 2 provides the theoretical
background and Section 3 details the course structure.
In Section 4, we present the program’s outcomes and
in Section 5, the implications of these results, includ-
ing the contributions of non-STEM students and the
broader impact on their professional development. In
Section 6, we summarize the findings and ideas for
future research and program improvements.
2 BACKGROUND
The framework for the short programming course de-
scribed in this study is based on Active Learning and
the structure of Challenge-Based Learning methodol-
ogy. The following section presents the theoretical
foundation supporting this experience.
830
Sales, A., Nascimento, N., Chanin, R. and de Campos, A.
Fostering Diversity in Software Engineering Education: A Challenge-Based Approach to Integrate Non-STEM Students.
DOI: 10.5220/0013440600003932
Paper published under CC license (CC BY-NC-ND 4.0)
In Proceedings of the 17th International Conference on Computer Supported Education (CSEDU 2025) - Volume 2, pages 830-837
ISBN: 978-989-758-746-7; ISSN: 2184-5026
Proceedings Copyright © 2025 by SCITEPRESS – Science and Technology Publications, Lda.

2.1 Active Learning
Active learning has been widely recognized as a prac-
tical approach in programming education, encourag-
ing student participation and promoting collaboration
(Doolittle et al., 2023). This pedagogical approach
shifts the focus from traditional lecture-based teach-
ing to student-centered learning activities, leading to
engaging in discussions, problem-solving, case stud-
ies, and hands-on activities that foster deeper under-
standing and skills development.
Research indicates that Active Learning signifi-
cantly enhances student performance by encourag-
ing critical thinking and the practical application of
knowledge. For example, a study revealed that stu-
dents attained higher grades and were less likely to
fail than those in traditional lecture-based courses
(Freeman et al., 2014). These advantages are essen-
tial in programming education, where practical skills
and problem-solving abilities are crucial.
However, implementing Active Learning in pro-
gramming education contexts that include non-STEM
students presents specific challenges (Theobald et al.,
2020). Non-STEM students often have varying lev-
els of technical proficiency and may require support
to build foundational knowledge. It demands adapt-
ing teaching materials and instructional strategies to
accommodate diverse learning needs. It’s equally im-
portant to lower barriers for novices through user-
friendly programming environments and targeted in-
structional support (Dahlander and Wallin, 2018).
Moreover, this approach enables a collaborative
learning environment where students can learn from
each other’s diverse perspectives (Nascimento et al.,
2020). It is especially beneficial for non-STEM stu-
dents, who can gain insights from their STEM peers
while contributing their unique viewpoints (Sandrone
et al., 2021). Also, it contributes to preparing stu-
dents for real-world scenarios where teamwork and
communication skills are essential to succeed.
2.2 Challenge Based Learning
Challenge Based Learning (CBL) emerges as a fa-
vorable methodology for programming education, en-
couraging students to solve real-world problems col-
laboratively while developing necessary technical and
social skills (Binder et al., 2017; Chanin et al., 2018).
It involves students in an active, hands-on approach
to learning that emphasizes critical thinking, creativ-
ity, and application of knowledge in critical issues (Ji-
markon et al., 2022). Challenge Based Learning is
structured into three phases: Engage, Investigate, and
Act (Figure 1).
Figure 1: CBL Framework (Nichols et al., 2016).
In the Engage phase, students identify a big idea
and articulate a meaningful and relevant challenge.
This fosters intrinsic motivation, as students are more
likely to be engaged when they perceive the personal
and societal relevance of their work. For instance, stu-
dents might choose challenges related to environmen-
tal sustainability, health, or social justice, which can
be addressed through mobile app development.
During the Investigate phase, students conduct ex-
tensive research to understand the context and impli-
cations of their chosen challenge. It involves gather-
ing information from multiple sources, including aca-
demic literature, expert interviews, and community
input. By integrating diverse perspectives and sources
of knowledge, students develop a comprehensive un-
derstanding of the problem they are addressing and
enhance their research skills in evaluating and syn-
thesizing information critically.
In the Act phase, work in teams, students apply
their knowledge and skills to implement a solution to
the identified challenge. In the context of program-
ming education, this often involves designing, cod-
ing, and testing an application. The iterative nature of
this phase reflects genuine software development pro-
cesses, providing students with practical experience.
CBL has been applied in initiatives focused on
teaching software development, and research sup-
ports its effectiveness in enhancing student learning
outcomes. CBL projects helped students better un-
derstand the subject matter, improve their problem-
solving skills, and increase engagement (Taconis and
Bekker, 2023). Also, students reported that working
on real-world challenges made their learning experi-
ence more impactful (Theobald et al., 2020).
Studies showed that CBL fosters students’ moti-
vation to learn by emphasizing the creation of soft-
ware solutions to address realistic challenges (Binder
et al., 2017; Jimarkon et al., 2022). Also, the combi-
nation with methodologies such as Design Thinking
(DT) has proven effective in guiding students through
ideas convergence and encouraging deeper domain re-
search, further enhancing their learning outcomes in
software development (Gama et al., 2018).
In summary, CBL is a robust methodology that
bridges the gap between theoretical knowledge and
Fostering Diversity in Software Engineering Education: A Challenge-Based Approach to Integrate Non-STEM Students
831

practical application, preparing for the complexities
of the modern workforce and capable of promoting
diversity, making it a model for innovative education.
2.3 Short Programming Courses
Short programming courses have proven effective in
providing coding and software development skills
within a condensed timeframe (Lyon and Green,
2021). Often referred to as bootcamps or crash
courses, these immersive experiences allow partici-
pants to gain practical expertise in a brief period.
Their primary advantage is a focused, hands-
on method. Unlike multi-semester academic pro-
grams that include extensive theoretical content, short
courses can emphasize practical application. Partici-
pants spend most of the time working on projects and
solving real-world problems, strengthening soft skills
such as teamwork and communication.
However, despite the efficacy in rapidly develop-
ing coding skills, these programs often exclude non-
STEM students due to demanding prerequisites. It
poses notable challenges, underscoring the impor-
tance of inclusivity and diversity to drive innovation
and growth in the industry.
3 THE COURSE
The course curriculum in this study is a comprehen-
sive and intensive program designed to promote mo-
bile application development, adopting a CBL frame-
work to engage students in realistic problem-solving
activities. It has two main components: iOS program-
ming and user experience design (UX).
The classes are held in person Monday through
Friday (three hours daily) in an innovative learning
environment with modern infrastructure and digital
tools to support an engaging and collaborative learn-
ing experience. This space includes adjustable seat-
ing, brainstorming rooms, and state-of-the-art tech-
nology to facilitate creativity and comfort.
Each course edition has a maximum of 25 stu-
dents, and all participants receive CBL training,
which prepares them for this approach. The CBL
process begins with defining a big idea and a chal-
lenge. Students then develop guiding questions, con-
duct investigations, and devise and implement solu-
tions collaboratively. Experienced instructors with
backgrounds in industry and academia facilitate the
learning process, providing guidance, feedback, and
support. They ensure that students receive personal-
ized attention and can address any learning issue.
3.1 Leveling
While short-duration courses excel at intensive and
focused training, they often assume uniform student
skill levels, which disadvantages non-STEM learners
lacking foundational mathematics, logic, and com-
puter science knowledge (Handelsman et al., 2022).
Consequently, the participation of non-STEM stu-
dents in these courses is often limited, reducing the
diversity of the learning environment and the tech in-
dustry (Singer et al., 2020).
To address this gap, our training program employs
strategies to increase the inclusivity of short program-
ming courses. One key element is the leveling week at
the beginning of the course, which focuses on build-
ing basic technical skills and confidence, enabling
students from varied backgrounds to engage on more
equal terms.
The leveling week covers foundational program-
ming logic, introduction to coding languages, and es-
sential tools and practices used in software develop-
ment. By providing this foundational knowledge, the
program intends to lower the initial learning curve and
encourage non-STEM students to progress alongside
their STEM peers.
In addition, active and CBL methodologies en-
hance engagement and outcomes for diverse student
populations. By addressing real problems collabo-
ratively, learners leverage their unique perspectives
and skill sets, leading to more inclusive solutions
(Theobald et al., 2020).
3.2 Course Structure
After the leveling, the course lasts six weeks and is
divided into two phases, both of which highly adopt
active learning. The first phase focuses on fundamen-
tals, introducing iOS programming and UX Design,
while the second phase focuses on applications.
The Phase 1 introduces coding, storyboards, and
resources through lectures, hands-on exercises, and
collaborative activities. Students learn essential tools,
shortcuts, the Model-View-Controller (MVC) pattern,
and UIView, with exercises reinforcing these concepts
and UX fundamentals such as personas and paper pro-
totyping. And, the Phase 2, provides practical chal-
lenges structured around Challenge-Based Learning
(CBL), including navigation controllers and increas-
ingly advanced tasks. Students develop and deliver
solutions to specific problems and engage in a com-
prehensive project, from defining a central idea to im-
plementing a final product.
Figure 2 presents an overview of the course struc-
ture, describing the main activities.
CSEDU 2025 - 17th International Conference on Computer Supported Education
832

Figure 2: Course structure overview.
3.3 Deliverables
The course employs various types of deliverables to
assess and enhance students’ learning experiences.
These are designed to promote reflection, practice,
and documentation of the process, ensuring students
develop technical skills and a deeper understanding of
their experience. The primary types are:
a) Reflections: encourage students to think critically
about their learning experience. These can be in
video, audio, or text and it can help them internal-
ize what they have learned, connect new knowl-
edge to existing, and consider how they can apply
their skills in the future.
b) Exercises: hands-on tasks that reinforce the con-
cepts taught and are designed to be incremental
and build on previous knowledge, allowing stu-
dents to apply what they have learned in a prac-
tical context. Students are encouraged to fol-
low specific development rules or use particular
frameworks and can also innovate and expand
upon the basic requirements.
c) CBL Documentation: produced throughout the
course as students engage in the CBL process, in-
cluding text, video, audio, and images that capture
the learning journey. It serves multiple purposes,
such as assessments, portfolios, and storytelling
of the challenges faced and solutions developed.
d) Nano Challenge: shorter CBL activities designed
to target specific content areas or skills in which
the instructor guides and has tight boundaries and
a limited time frame. Students engage in a lower-
intensity investigation and may not implement
their solutions with an external audience.
e) Mini Challenge: more extended activity that al-
lows students to work through the entire CBL
framework. This involves starting with a Big
Idea, researching, and implementing comprehen-
sive solutions. It provides intense learning expe-
riences that stretch students’ abilities and prepare
them for more significant, real-world challenges.
3.4 Schedule
A schedule provides a systematic and detailed view of
the learning experience with content and deliverables
organized by day and week. Table 1 presents the main
schedule of the course.
Table 1: Course Schedule and Deliverables.
Day Content Deliverable
Leveling
1
Introduction, Students Presentation and
CBL Dynamics
Reflection: Expectations
2
Variables, Constants, Conditionals and
Primitive Types
Exercise
3 Array, Dictionary and Loop Exercise
4 Classes, Structs, functions and optionals Exercise
5 Nano Swift Exercise
Week 1
6 Nano Swift Exercise
7
Introduction to Coding, Storyboards, Im-
ageView, Label, Button
Exercise
8 TextField, TextView, TextFieldDelegate Exercise
9 AutoLayout Exercise
10 View, ViewController, MVC Exercise
Week 2
11 Design Guideline Exercise
12
Navigation Controllers; Tab bar con-
trollers; Multiple VCs
Exercise
13 TableView Exercise
14 Nano TableView Exercise
15 Nano TableView Nano Challenge & Keynote
Week 3
16 Design Content Reflection: How am I doing?
17 User Defaults, CoreData Exercise
18 Rest API Exercise
19 Nano API Nano Challenge & Keynote
20 SpriteKit Exercise
Week 4
21 Mini Challenge (Engage) Reflection: How am I doing?
22 Mini Challenge (Engage)
23 Mini Challenge (Investigate): Git, Pods Low-fi prototype
24 Mini Challenge (Act)
25 Mini Challenge (Act)
Week 5
26 Mini Challenge (Act)
...
30 Mini Challenge (Act)
Week 6
31 Mini Challenge (Act)
...
35 Mini Challenge (Final Presentations)
Reflection, Prototype,
Keynote
Fostering Diversity in Software Engineering Education: A Challenge-Based Approach to Integrate Non-STEM Students
833

4 RESULTS
The course successfully trained 202 students with dif-
ferent background levels across 12 groups from 2017
to 2024. In 2021, holding regular course sessions
was impossible due to the COVID-19 pandemic. In
2022, the course returned with a small class. Table 2
presents the number of groups per year and the num-
ber of students in each group.
Table 2: Number of groups and students over the years.
2017 2018 2019 2020 2022 2023 2024
Groups 1 2 4 1 1 2 1
Students 17 46 78 18 5 26 12
Regarding diversity, the course had 46 non-STEM
participants, representing 23% of the total, which en-
riched the learning environment, promoting cross-
disciplinary collaboration and innovative problem-
solving. Considering all participants, ages ranged
from 16 to 45 years, with a predominant average of
25 years in the groups. Regarding gender, a predomi-
nance of males (80%) was observed.
Despite efforts to attract and include women in
Information Technology (IT), they are still underrep-
resented. This imbalance creates a gender structure
that affects women’s experiences and career trajec-
tories in IT (Kenny and Donnelly, 2019). Organiza-
tions have implemented diversity and inclusion ini-
tiatives, but retention is still problematic. To address
this issue, researchers suggest focusing on the con-
sequences of gender imbalance, developing compre-
hensive explanations, and evaluating the effectiveness
of interventions through comparative and longitudi-
nal studies (Gorbacheva et al., 2018; Aguillon et al.,
2020). Figure 3 shows the proportion of men and
women among STEM and non-STEM students in our
mobile app development program.
Figure 3: STEM and Non-STEM students by gender.
Analyzing the presence of female and male stu-
dents in STEM fields, a ratio of 25 to 131 can be ob-
served among STEM students, representing five times
as many males as females. In non-STEM students,
the ratio is 15 to 31, which is a significantly smaller
difference. It can indicate that including non-STEM
students in these courses can encourage new perspec-
tives about gender equality in STEM careers.
The majority of participants are undergraduate
students in information technology, with most en-
rolled in Computer Science, Software Engineering,
and Information Systems programs. There were also
students from other courses such as Systems Analysis
and Development, Internet Systems, Computer Engi-
neering, and Information Technology Management.
Some students from related areas, such as Digital
Games and Biomedical Informatics, also participated.
Other STEM areas also appeared, including Biologi-
cal Sciences and Mathematics and various engineer-
ing programs (Civil Engineering, Chemical Engineer-
ing, Control and Automation Engineering, Electrical
Engineering, Materials Engineering, Mechanical En-
gineering, and Production Engineering).
When it comes to Non-STEM courses, there was
a significant diversity of study areas among the par-
ticipants, ranging from Administration, Accounting
Sciences, Architecture and Urbanism, and Manage-
ment Processes through areas with an emphasis on
creative processes such as Animation Design, Multi-
media Production, Advertising and Marketing, Prod-
uct Design, Visual Design, and Fashion, up to fields
like History, Social Sciences, Law, Physical Educa-
tion, Psychology, and Music. In the 2023 editions,
high school students participated, which allowed for
integrating a different perspective into the process,
bringing the viewpoints of individuals who were not
yet working in specific areas of knowledge.
Most (59%) were enrolled between their under-
graduate course’s first and fourth semesters or were
in high school. The remaining 41% were between
the 5th and 10th semesters. These data indicate that
the course had a predominance of students beginning
their formal higher education studies.
As Figure 4 shows, considering the participants’
current occupation at the time of the course, the ma-
jority (57%) indicated they were only students, while
23% reported being employees, 18% were interns,
and 2% were business owners.
Figure 4: Students occupation.
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Regarding prior knowledge of object-oriented
programming, 31% indicated that they have no idea
what it is, while 28% reported having a reasonable
understanding, knowing at least the theory. Another
25% indicated good knowledge, having already de-
veloped projects using this model, and finally, 16%
indicated advanced knowledge, using it on a regular
basis. Figure 5 shows the chart of these data.
Figure 5: Knowledge in Oriented-Object Programming.
When asked how they would categorize them-
selves in the IT field, the majority indicated an inter-
est in front-end (33%) and web development (31%).
Meanwhile, others mentioned back-end and mobile
development, with fewer participants citing game de-
velopment, software analysis, and testing as their pri-
mary interests. (Figure 6).
Figure 6: Technical self-description of the students.
Data collection methods include participant inter-
views and analysis of student projects. Interviews
provide insights into students’ experiences and per-
ceptions, while project evaluations focus on the tech-
nical and creative aspects of the apps developed. Most
of the collected data is qualitative and was produced
using different media types, allowing the students to
express themselves in the way they consider best.
Students developed a variety of mobile applica-
tions, ranging from educational tools and health apps
to social networking platforms and productivity solu-
tions. These projects demonstrated the technical skills
acquired and the participants’ creativity and practical
problem-solving abilities (Melegati et al., 2020).
Including a leveling week at the beginning of the
course helped non-STEM students acquire founda-
tional technical skills, ensuring they could engage in
the subsequent phases. Also, CBL creates a dynamic
and multidisciplinary learning environment. For ex-
ample, students who developed a mobile app to ad-
dress mental health issues among college students had
to investigate mental health resources and effective
intervention strategies, integrating knowledge from
psychology, design, and technology.
Before the course, none of the students were
familiar with CBL. However, all participants high-
lighted that the methodology was important in main-
taining their focus and engagement throughout the
course. The instructors’ evaluations of the Mini Chal-
lenge presented at the end of the course confirmed
that students had effectively grasped the content. Al-
though some students suggested that extending the
course by one or two weeks would have been bene-
ficial, all participants successfully created a complete
mobile application, with some even developing ad-
vanced features not covered during the classes.
4.1 Cases
Graduates of the program have pursued various ca-
reer paths. Some secured positions in tech com-
panies, both locally and internationally, while oth-
ers continued their education in advanced technology
courses. Several non-STEM graduates reported lever-
aging their new skills in their original fields, enhanc-
ing their professional capabilities and opportunities.
After graduating from the program, one of the stu-
dents continued to learn in a longer course, improving
software development and soft skills using the abili-
ties developed in the short course. Further, the stu-
dent had experience working with 3D programming
and even participating in an entrepreneurship program
sponsored by a Big Tech company and is currently
working for a multinational company.
On a similar note, another student, who also con-
tinued to study in a longer course, focused mainly on
health challenges and developed many applications
that target health problems in society. One featured
application developed by this student is an app that
helps pediatricians explain complicated medical data
to parents and children during consultations. This ap-
plication is currently available in the App Store and
has a rating of 5 (best rate).
Additionally, one other student pursued an iOS
software engineer career right after finishing the
course. During the course, this student began inter-
viewing for iOS positions, using the course as proof
of basic knowledge, and secured a junior role at a lo-
cal company. Now, the student is a full-time senior
iOS engineer for a US-based firm, with previous ex-
perience at an investment company and a video-call
company.
Fostering Diversity in Software Engineering Education: A Challenge-Based Approach to Integrate Non-STEM Students
835

5 DISCUSSION
Non-STEM students enriched the course with diverse
perspectives, fostering innovation and user-centric de-
signs. Feedback showed they felt empowered by
their new technical skills and valued the inclusive ap-
proach. The course served as a catalyst for the con-
tinued professional development of many students in
mobile app development. Some expressed a new-
found passion for technology, enrolling in further
training programs and participating in tech communi-
ties. This ongoing engagement underscores the pro-
gram’s effectiveness in fostering long-term interest
and growth in the field (Melegati et al., 2019).
One interesting story regarding the program’s
career-changing potential is about a student who orig-
inally studied biological sciences when she joined the
short course. This student reported on the final day of
the program that at the beginning of the course, in her
own words, ”[...] I got really nervous because I was
the one who had nothing in common with the course.
I was enrolled in biology and had never experienced
the world of computing [...]”. These statements reveal
the distance computing could have from other areas
and that bringing it closer to those fields is challeng-
ing for the course staff as much as for the students.
Furthermore, teachers and course designers must
foster inclusive environments that bridge knowledge
gaps. Strategies such as foundational modules, relat-
able examples, and continuous mentorship help de-
mystify computing, making it more accessible and en-
gaging for non-STEM students.
This same student ends the report saying ”[...] I
learned a lot in the course. Things I was not expect-
ing to be able to do, and today I see my capabili-
ties and I want to learn even more. [...] I intend to
stay in the field and also enroll in the longer program
because I really enjoyed working with Swift”. This
result presents a glance at the potential that a short
course could present for non-STEM students in get-
ting to know the software field. This becomes more
realistic as these courses are much easier for students
to perform in parallel and usually do not require them
to quit their course.
The story of this particular student, after finishing
the short course, follows a similar path to the stories
reported in Section 4. After the short course, the stu-
dent joined a more prolonged course and had the op-
portunity to work on several projects, developing both
hard and soft skills. The student is currently living
abroad and works as a software engineer.
6 CONCLUSION
This paper presents a forward-thinking approach to
addressing the lack of diversity in software engineer-
ing education by integrating non-STEM students into
mobile app development programs. Using Challenge-
Based Learning (CBL) and preparatory leveling ses-
sions, the proposed model aims to bridge the techni-
cal knowledge gap and enable students from diverse
academic backgrounds to collaborate effectively.
This approach fosters a diverse learning environ-
ment, provides non-STEM students with the technical
skills necessary to succeed in app development, and
introduces interdisciplinary perspectives to enhance
the overall learning experience.
The implications of this approach extend beyond
the immediate educational outcomes. It could oper-
ate as a replicable model adapted to various educa-
tional settings, promoting greater diversity and inno-
vation within the tech industry. By encouraging cross-
disciplinary collaboration, this method aligns with the
growing need for software engineering education to
be both inclusive and dynamic, preparing students for
the multifaceted challenges of the modern workforce.
Future work should explore the long-term impact
of such inclusive training programs on participants’
careers and the tech industry. Specifically, longitudi-
nal studies could track graduates over several years
to assess career progression, skill application in vari-
ous fields, and continued involvement in technology-
related activities. Additionally, research could inves-
tigate the effectiveness of similar programs in differ-
ent contexts and with other non-technical disciplines.
Expanding these initiatives globally could further
enhance diversity and innovation in technology. To
achieve this, partnerships with international educa-
tional institutions and tech companies could be es-
tablished, facilitating the exchange of knowledge and
best practices. Moreover, adapting the curriculum to
include emerging technologies, such as artificial intel-
ligence and blockchain, could keep the program rele-
vant and forward-looking.
Incorporating participant feedback, such as ex-
tending the course and adding advanced topics, en-
hances learning. Industry projects and internships fur-
ther improve practical experience and employability.
In conclusion, this program’s inclusive approach
not only bridges the gap between STEM and non-
STEM students but also enriches the tech industry
with diverse talents and perspectives. We can cul-
tivate a more inclusive, innovative, and skilled tech-
nological workforce by continuously refining and ex-
panding such educational models.
CSEDU 2025 - 17th International Conference on Computer Supported Education
836

ACKNOWLEDGMENT
This study was partially supported by the Ministry
of Science, Technology, and Innovations from Brazil,
with resources from Law No. 8.248, dated October
23, 1991, within the scope of PPI-SOFTEX, coordi-
nated by Softex.
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