Despite numerous educational reforms, gender disparities in STEM fields persist across Europe. This paper presents a transdisciplinary initiative that brings together applied linguistics and chemistry within the framework of the Erasmus+ project Digital Bridges over the Gender Gap, aimed at fostering girls’ engagement in science-related subjects. Drawing on the collaborative efforts of a linguist and a chemist, the project explores how language, representation, and inclusive communication strategies can be harnessed to dismantle gender stereotypes and make scientific content more accessible and engaging for girls aged 12–16.

The study outlines the development and piloting of interactive teaching materials and digital tools co-created by educators and learners from 5 partner countries. These materials integrate scientific inquiry with linguistic scaffolding, culturally responsive narratives, and real-life female role models in science. By foregrounding interdisciplinary pedagogy, the initiative emphasizes the power of language in shaping identity and belonging in science education.

We present qualitative and quantitative findings from workshops, classroom interventions, and teacher training sessions conducted in Poland, Portugal, Estonia, North Macedonia, and Turkey. The results highlight increased self-efficacy among participating girls, improved perceptions of science as a field “for them,” and stronger motivation to pursue STEM pathways. This paper argues for the value of transdisciplinary cooperation and international collaboration in addressing gender imbalances in science education.

Keywords: STEM education, gender equity, Erasmus+ projects, transdisciplinary teaching, identity, inclusive pedagogy.