This study analyzes the impact of the Technovation program implemented in Chile, designed to enhance technological thinking skills (concepts understanding and systems thinking) and promote vocational interest in STEM fields (Science, Technology, Engineering, and Mathematics) among high school students, particularly girls, who are underrepresented in these career fields. We also explore factors associated with varying levels of impact during the 2023 implementation and, for 2024, delve deeper into aspects of teamwork experience, which emerged as one of the critical variables in schools.

The program operates under two implementation models: one focused on mixed-gender schools, where the content is integrated into the "technology" class, and another in the format of interschool workshops with voluntary participation (limited to girls). This longitudinal study examines improvements in evaluated competencies, focusing on gender gaps and correlations with attitudinal, socio-emotional, and prior academic performance variables.

Key Results:
a.- technological Concepts Understanding Mastery: In schools, students with lower initial academic averages showed the most significant progress, reducing gaps with higher-performing peers. In the interschool program, where initial levels were substantially higher, stability with minimal gains was observed.
b.- Systems Thinking (problem-solving of logical challenges through the use of sequence logic, hierarchies, and selection of relevant variables): Consistent improvements were achieved across both programs. The gender gap narrowed but persisted in the final measurement. Systems thinking was highly correlated with concepts understanding and emotional variables such as optimism.
c.- Orientation Toward STEM Careers: While gender gaps remain, the interschool program recorded greater gains in vocational motivation. A positive correlation was observed between problem-solving disposition and inclination toward STEM, as well as between academic performance and changes in occupational preferences.

Conclusions:
The interschool program demonstrates higher achievements in STEM motivation and systems thinking, while schools show more noticeable progress in technological concepts understanding and systems thinking, particularly among lower-performing groups. Additionally, it was evident that two dimensions are especially important for improving technological thinking and STEM vocation—especially in schools: problem-solving disposition and teamwork experience.
In the 2024 study, concluding in December, we have focused on specific aspects of teamwork, which we hope will provide insights to improve experiences implementing group-based project learning methodologies.

Keywords: STEM Education, Technological Thinking, attitudes toward problem-solving, teamwork, project based learning, gender gap, Chile.