In a rapidly developing and globalizing world, countries need to meet the needs of the digital age we are in in order to ensure and maintain their competitiveness. In order to integrate cumulatively increasing technological advances with production processes and to be competitively integrated into the global value chain, human capital equipped with 21st century skills is needed worldwide. For this reason, the importance of Science, Technology, Engineering and Mathematics (STEM) education, which is an educational approach that aims for individuals to identify problems and produce practical and accurate solutions to these problems with an interdisciplinary approach from pre-school to higher education, is emphasized more and more at the national and global level every day. It is thought that STEM education will play a more critical role, especially in economically developing countries (TÜSİAD, 2017). It is predicted that the demand for workforce graduated from STEM fields will continue in European countries until 2025 (European Parliament, 2015). In our country, the Presidential Strategy and Budget Directorate's monitoring report titled "Turkey's Current Situation Analysis Project within the Scope of Sustainable Development Goals" states that it is important to train a qualified workforce in line with Turkey's economic and social needs, and in this context, digital transformation and the Industry 4.0 revolution are becoming increasingly important. It has been stated that the STEM issue should be prioritized in a period when it will be on the agenda a lot (T.R. Ministry of Development, 2017). Ensuring gender equality in STEM fields is of great importance, as is the need for qualified STEM education, in maintaining the development of countries and the sustainability of this development. Although the development of countries is possible with the participation of all qualified human capital in the workforce, regardless of men and women, STEM fields are considered male-dominated professions around the world, and the fact that women do not tend to STEM fields constitutes a problem on a global scale. In order to raise awareness in this field, February 11 is celebrated every year as "International Day of Women and Girls in Science", and solutions to these issues are sought with the United Nations "UN Women" organization. This global effort includes increasing the number of students enrolled in STEM fields; It is very important for students to make their professional choices within the scope of these fields in terms of creating a workforce that will meet the future employment of the countries. When we look at Turkey's higher education institution placements in 2018, it is seen that the rate of women among those who started university education in all fields is 49%. However, this rate remains at 35% for women studying in the STEM field (ÖSYM, 2018). One of the most important and primary reasons for the relative scarcity of women in STEM fields is the perception of STEM identity as "male dominant" and prejudices such as female students will fail in these fields. Studies conducted in this context recommend identifying the socio-psychological factors that cause girls' lack of self-confidence in these areas and planning studies to eliminate these prejudices. Another problem is the negative discourse spread when women working in the STEM field describe the problems they face in business life. These discourses negatively affect women who have not yet entered this field but are considering entering it. The last and most important aspect of the problem is that since the majority of those working in the STEM field are men, women are deprived of people who can be role models for them in their career development in these fields. The low number of women in the STEM field reduces the efficiency and effectiveness that can be achieved in this field, creating a loss of workforce. The recovery of girls who have moved away from the STEM field due to social norms should be addressed with importance and urgency in terms of the development and progress of the countries. Considering all these processes as a whole, a project titled "STEM for All" was designed in order to voice the prejudices, fears and loss of self-confidence of women in the field of STEM and bring them to a social dimension and to provide the necessary support to the target audience of the project. The general purpose of this project is; Increasing the share of the female population in the qualified workforce and preventing workforce loss by integrating them into social, economic and social activities and increasing their efficiency and effectiveness in STEM fields. The specific aims of our project are; - Determining the reasons why women's participation in STEM fields is lower than men's and offering solution suggestions, - To provide a platform where they can discuss solutions to the problems they are likely to encounter when they want to focus on STEM fields,