Gender Composition of STEM Programs in Albania vs EU: A Comparative Analysis

Abstract

Objectives: This study examines gender disparities in STEM (Science, Technology, Engineering, and Mathematics) higher education by comparing female participation in Albania with European Union (EU) averages. It aims to identify field-specific gender patterns and evaluate whether Albania demonstrates a more gender-inclusive STEM structure. Prior Work: Existing research highlights the persistent underrepresentation of women in engineering, ICT, and technology-related disciplines across Europe. However, limited comparative research has examined Albania’s STEM gender composition in relation to EU benchmarks or explored the distinctive trends observed in Albanian higher education. Approach: The study employs a quantitative comparative design based on official statistical data from INSTAT and Eurostat. Descriptive longitudinal analysis, convergence indicators, and trend regression analysis are used to evaluate changes in female participation across STEM subfields over time. Results: Findings indicate that Albania exceeds EU averages in overall female participation across most STEM disciplines, particularly in natural sciences, mathematics, and life sciences. The analysis also reveals narrower gender gaps in traditionally male-dominated fields such as engineering and ICT. Trend analysis demonstrates relatively stable or improving female representation across several STEM categories. Implications: The findings provide evidence for policymakers, higher education institutions, and researchers seeking to promote gender equity in STEM education and reduce occupational segregation within scientific and technological fields. Value: The study addresses a significant research gap by positioning Albania within a European comparative framework and contributes original empirical evidence on gender patterns in STEM participation using longitudinal and convergence-based analysis.