STEM 2026: Where Switzerland stands today

In 2014, the first Swiss STEM Youth Barometer found that, whilst young people find technology and the natural sciences interesting, they nevertheless rarely choose a career in these fields. The Swiss Academies of Arts and Sciences and the SATW have now updated the study in collaboration with the FHNW School of Education – with mixed results: despite intensive efforts to promote STEM subjects, key patterns have changed little in structural terms. However, the data also reveal new avenues for action.

Interest is there when STEM becomes tangible

5,118 school pupils, vocational trainees, students and working people were surveyed online between June and December 2025 – in German and French, from across Switzerland. The average level of interest in STEM subjects stands at 5.8 out of 10: a figure that suggests a moderate, but not enthusiastic, attitude. Men are generally more interested in STEM than women, and those with a STEM focus are significantly more interested than those without. At lower secondary level, pupils without a STEM focus show the lowest level of interest of all the groups surveyed. This is a warning sign, as educational decisions are made at this age.

The good news is that as soon as STEM is taught in concrete contexts – such as medical applications, environmental protection, new technologies and societal challenges – interest rises significantly among all genders. For women, medical applications are particularly appealing, whilst for men it is new technologies and AI. This finding provides a strong argument for communicating STEM content in a less abstract way and with a stronger focus on everyday life and practical applications.

School: Biology is popular, computer science is unpopular

Among female pupils in upper secondary school, biology is the most popular subject of all and is also the only STEM subject that they rate more highly than their male classmates do. Computer science is the least popular subject among female pupils at both secondary school levels. Among lower secondary school pupils, on the other hand, ‘Media and Computing’, mathematics and ‘Nature and Technology’ are among the more popular subjects; only PE and English are even more popular. One positive finding is that ‘Nature and Technology’ is liked in roughly equal measure by both girls and boys at lower secondary level.

Furthermore, teachers play a demonstrably important role: pupils who feel valued and supported by their STEM teachers show a greater interest in STEM subjects and are more likely to envisage pursuing a career in STEM later on. A STEM career is more attractive to all pupils than a STEM degree, and the majority would like to start a vocational apprenticeship at the end of lower secondary school.

Self-perception as a barrier: women underestimate themselves

One of the most striking findings is that women rate their own skills in mathematics, computing and technology lower than men do. The difference is greatest in the technical-practical dimension. In the natural sciences, self-assessments are close, and women with a STEM focus actually rate themselves highest in this area.

This pattern is already evident at lower secondary level, where boys rate their skills in ‘media and computing’ significantly higher than girls. The report points out that performance and subject-specific self-concept can reinforce one another, and that stereotypes such as ‘girls are worse at maths’ can contribute to girls actually performing less well.

However, it is important to make a distinction: a detailed analysis across five competence dimensions shows that, on average, women rate themselves as slightly more competent than men in analytical and creative problem-solving. An assessment based solely on the traditional STEM disciplines therefore falls short.

Choosing a career: interest trumps income

For everyone, the most important criterion when choosing a career is interest in the subject matter, followed by income and career prospects, professional competence and the ability to balance work with family and leisure time. It is also worth noting the following observation: unlike in 2014, income and career prospects are no longer fundamentally more important for men than for women. The difference appears to have disappeared as these factors have also become more important for women.

Parents remain the most influential figures when it comes to choosing a career or course of study – mothers are even more important than fathers, except among upper secondary school pupils. According to the ‘Nahtstellenbarometer’ (2025) – a study by the polling institute GfS Bern – not a single STEM profession features in the top five career choices among female pupils, whilst among male pupils, polymechanics, computer scientists and electricians are represented. It is encouraging, however, that more of those surveyed are entering STEM roles than leaving them, and that those in employment with a STEM focus are more likely to choose their current profession again than those without.

What needs to be done

The authors, Susanne Metzger and Laura Villardita (PH FHNW), derive specific recommendations from the data:

• Showcase STEM in all its diversity: highlightvocational training , the skilled trades, technical excellence and practical problem-solving – STEM is not just about academic research.

• Start early and continue consistently: The course is often already setat lower secondary level. STEM support should begin early and be pursued consistently throughout.

• Strengthen self-concept in a targeted manner: Girlsin particular need encouragement – through adaptive learning opportunities, differentiated feedback and a feedback culture that is sensitive to discrimination.

• Empowering teachers: Supportive , gender-sensitive teaching makes a demonstrable difference to interest in STEM and subsequent career choices.

• Sharing authentic career stories: Highlighting adiverse range of role models – particularly women in STEM – so that young people can identify with STEM careers.

• Strengthening STEM skills as core competencies: Competence in using new technologies and AI is relevant not only to meeting the demand for skilled workers, but also to ensuring everyone’s participation in society.

• Increasing equality of opportunity: Breaking downgender stereotypes , reducing discrimination and specifically reaching out to groups with limited access to education.