Diversity and inclusion in the engineering degree in the UK have received plenty of criticism. According to the UK’s Higher Education Statistics Agency (HESA) report, the number of female students has increased from 16.3% to 20.7% in the last decade. However, still only a fifth of engineering students in higher education are female. Considering this modest growth rate, we predict achieving gender parity by 2050. We, therefore, developed an interactive project that was delivered online using Microsoft Teams, which aimed to encourage more female high school students to embark on engineering degrees. The purpose of this work is to describe our efforts in encouraging young females to consider engineering degrees via synergetic online workshops that invite female students (13-16 years) to engineer simple wearable devices. A total of 18 high school students paired in teams demonstrated different innovative designs which could be 3D printed as wearable technology. Feedback from students was gathered using online questionnaires that were prepared using Microsoft Forms. Such online teaching activities also aim to teach female high school students about collaboration as well as interpersonal communication and product design. The learning material could augment existing teaching curricula in UK high schools, which aim to encourage more teenagers to study STEM degrees.

• Organisation