Taking STEM to the grassroots

Durga Buda is in Grade 10 in a school in the remote mountains of western Nepal. Not long ago, she saw a personal computer for the first time.

Many young women in this socially conservative region are limited to housework, herding livestock,  before being married off. But for Durga, the flickering computer monitor is a portal to a whole new world out there – a world filled with possibilities she had never imagined.

Through a peer-led after school program known as EDGE (English and Digital for Girls’ Education) Durga is no longer intimidated by the computer, soon browsing the Internet and speaking English with confidence.

Knowledge of English and access to the Internet combine to give Durga and her fellow students access to a world of knowledge they did not before. They now have a voice long denied them by  their families and communities.

Durga’s story is not unique. Millions of girls across South Asia and the developing world remain cut off from the skills that could redefine their future. Science, technology, engineering, and mathematics (STEM) are reshaping every part of modern life, yet female students in many countries are systematically excluded from these fields.

Deep-rooted social norms, limited access, and a lack of female role models hold them back from a field traditionally regarded as a male domain. The result is inequality, and a loss of potential, for individuals, communities, and entire countries.

Globally, women make up less than 30% of researchers, with even fewer in high-growth areas like computer science and engineering. This disparity is even more pronounced in South Asia.

Interest in STEM subjects among girls tends to drop off by age 15, often due to a lack of encouragement, inadequate resources, and few visible examples of women succeeding in these fields. Without early interventions, the gender gap in STEM only widens with time.

This is why early STEM education like the one in the rural school in Nepal matters. Encouraging girls to explore and build practical, problem-solving skills from a young age in safe, inclusive environments not only develops their capabilities but also boosts their confidence.

Digital fluency is fast becoming the new literacy, from managing mobile payments to building educational apps; and girls must be part of that conversation.

The British Council’s EDGE program offers a promising pathway forward. Operating across multiple countries, it sets up after-school clubs where girls develop foundational skills in English, digital literacy, and social interaction. EDGE strongly aligns with it goals through its emphasis on digital proficiency, language skills, critical thinking, and problem-solving using ICT tools.

At the heart of the program is a distinctive, peer-led learning and leadership model. Girls are trained as Peer Group Leaders, who mentor others and lead collaborative learning activities. This approach fosters a human-centered, inclusive environment where girls build confidence, navigate both online and offline learning spaces, and develop the skills to speak up and thrive in fields often dominated by men.

Over 20,000 female students have participated in EDGE in Nepal and other South Asian countries. Participants marked improvements in English speaking, digital skills, and self- confidence. Many go on to lead their own clubs, becoming role models in their schools and villages.

In Nepal alone, 98% of surveyed participants reported feeling more confident, and 87% credited EDGE with helping them improve their grades. More importantly, 92% said the program encouraged them to pursue higher education, although only 13% are currently enrolled, pointing to systemic barriers beyond the reach of the program.

Girls like Simrika Giri who joined EDGE as a participant later returned as Peer Group Leaders, challenging stereotypes, opening doors for others, and are more likely to find jobs. Some students in Nepal credit their EDGE experience directly for securing NGO or teaching positions.

The impact of programs like EDGE goes far beyond the classroom. In many communities, the achievements of the students challenge long-standing patriarchal norms and spark conversations about social justice through a STEM-informed lens. Events like ICT fairs and community showcases give parents and local leaders a front-row seat to what girls can truly accomplish.

Durga Buda’s story is a powerful example. Once expected to become a daughter-in-law at a young age, she is now seen as a symbol of possibilities that come from access to digital tools and consistent support.

Changing one student at a time, survey data shows that 95% of EDGE participants believe family attitudes toward girl’s education have improved since they joined the program.

The British Council’s Women in STEM Scholarships is a global initiative which enables women from Nepal to pursue master’s degrees in cutting-edge fields such as artificial intelligence, biomedical engineering, data science, and renewable energy at leading UK universities. It covers full tuition, living expenses, and travel costs.

Last year, six Nepali women were awarded the scholarship, a significant milestone that underscores both the talent and the untapped potential of young women in Nepal. This is not just about studying abroad, it means stepping into leadership in fields that are shaping the future.

When women are given the tools to lead in such spaces, the benefits extend far beyond individual achievement, they spark change at the community and national level.

STEM education also helps girls become informed citizens by cultivating civic education and democratic values. Digital literacy enables them to access information, stay safe online, and engage in public life.

Girls with prior digital training are more likely to stay engaged in learning activities and less vulnerable to early marriage or isolation. In fragile settings, these skills can be lifelines.

The economic argument is compelling. Closing the gender gap in STEM could add to the national GDP of countries, but the moral imperative is just as strong. No society can thrive while excluding half its population from shaping its future.

The climate crisis, public health emergencies, and digital transformation all demand diverse, inclusive leadership. If there’s one lesson from EDGE, and similar efforts, it’s that change is possible, and it starts early.

Girls like Durga and Simrika are learning new digital and English skills, but they’re also reshaping what is possible for themselves and for those who come after to build their common futures.

Bhogendra Lamichhane is the English and School Education Lead at the British Council in Nepal and is involved in the EDGE program. Dinesh Sanjel, who leads the Language and Inclusivity in Foundational Education (LIFE) at the British Council project contributed in preparing this article.