Education experts are calling for changes to Queensland's senior school curriculum after concerns that the current subject pathway is discouraging many girls from pursuing careers in technology, despite strong demand for digital skills across the state's economy.
Industry representatives, educators and technology advocates say one of the biggest barriers is that many students are required to choose between studying Digital Solutions and other popular senior subjects because of timetable clashes and curriculum structures. As a result, girls who may already be uncertain about technology careers are often more likely to select subjects they perceive as offering broader university options or that align more closely with traditional expectations.
The issue has attracted growing attention as Queensland works to address shortages in technology, engineering, cybersecurity and digital industries. While women make up roughly half of the overall workforce, they remain significantly underrepresented in many technology professions. Education leaders argue that increasing female participation must begin well before university by encouraging girls to remain engaged with digital subjects during secondary school.
Teachers say interest in technology is generally similar among boys and girls during primary school, but participation often declines during the transition to senior secondary education. Researchers and educators attribute this to a combination of timetable constraints, limited exposure to female role models in technology and long-standing stereotypes about computing careers. By the time students choose Year 11 and 12 subjects, many girls have already ruled out technology-related pathways.
The Queensland Government has introduced several initiatives designed to strengthen STEM participation, including the Career Ready program, which connects students with industry experiences, vocational training and technology career pathways from Years 7 to 12. Education officials say these programs are intended to give students greater awareness of employment opportunities in growing industries before they make subject selections that influence future study options.
Technology companies have also emphasised that improving gender diversity is becoming increasingly important as Queensland expands sectors such as artificial intelligence, quantum computing, software development and digital engineering. Employers argue that broader participation helps address workforce shortages while producing more innovative and representative technology products and services.
Education advocates say relatively small curriculum adjustments could make a significant difference. Suggested reforms include reducing timetable clashes involving digital subjects, increasing opportunities for students to experience coding and digital design earlier in secondary school, expanding industry mentoring programs and showcasing more successful women working in technology. They argue these changes would help students make career decisions based on interest and ability rather than perceptions about who belongs in the technology sector.
The debate comes as Queensland continues investing heavily in digital capability and future workforce development. Supporters of reform believe ensuring more girls remain engaged in technology subjects will be essential if the state is to meet future demand for skilled workers in rapidly growing STEM industries.
