Developing learning-conducive environments and high-quality teaching is closely linked to faculty well-being and emotional exhaustion. Identifying factors that facilitate or hinder these psychological states is essential to fostering a healthy and productive work environment for educators. This study utilized a convergent parallel mixed-methods approach involving 281 engineering faculty members from a private university in Mexico. Data were collected using a scale for psychological well-being (with Likert-type responses from 0 to 5), a scale for emotional exhaustion (with Likert-type responses from 0 to 4), and two open-ended questions that allowed participants to describe key activities or situations related to these constructs. Quantitative data were analyzed with descriptive statistics, ANOVA, and post-hoc tests with bias-corrected accelerated bootstrap sampling, while qualitative data were examined through content analysis based on primacy principles. The qualitative analysis identified ten categories: five contributing to well-being and five related to emotional exhaustion. The categories contributing to well-being included growth opportunities, institutional support, and positive interpersonal relationships, while categories related to exhaustion involved excessive workload, administrative demands, and curricular changes. Quantitatively, the findings indicate that faculty perceive a moderate level of psychological well-being$(\mathrm{m}= 3.18, SD =0.40)$with no statistically significant differences across well-being categories$(\mathrm{F}=0.08,\ \mathrm{p}=0.989,\ \eta^{2}=0.001)$, Conversely, emotional exhaustion levels were also moderate$(\mathrm{m}=1.89, SD = 1.04)$, with statistically significant differences observed among exhaustion categories$(\mathrm{F}=18.80, \mathrm{p} < 0.001, \eta^{2}$= 0.21). The study concludes that while no single factor overwhelmingly promotes well-being, excessive workload and abrupt changes in educational models are significant contributors to emotional exhaustion. Recognizing these factors enables educational institutions to implement timely preventive measures and faculty development programs encouraging human potential and fostering a positive and healthy work environment. This study contributes to understanding the complex dynamics of academic well-being and burnout. It provides insights for educational institutions to create healthier and more sustainable work environments for their faculty.

The gender gap in the technology sector remains a global challenge, and Colombia is no exception. From an economic and social point of view, women have been considered a vulnerable population in the technological field. This article explores how short programming courses (bootcamps) can serve as a viable alternative to increase women's participation in technology. Through qualitative research conducted with five coding schools in Colombia, this study analyzes the actions and initiatives that have contributed to improving gender inclusion in these programs. The results highlight key factors that motivate women to opt for short courses, such as their flexibility and practical approach and their positive impact on female employability. One finding of this research is that the impact of bootcamps is measured by dropout/retention and employability metrics, especially for vulnerable populations, as part of its business model. However, significant challenges were also identified, such as cultural and structural barriers that limit access and retention of women in these initiatives. The study concludes that while bootcamps provide a practical alternative pathway to bridge the gender gap in the tech industry, it is necessary to strengthen inclusion policies and design more comprehensive strategies to ensure their long-term sustainability.

Mentoring programs foster individuals' professional and personal advancement, serving as a foundation for exchanging knowledge and developing skills. In this context, a mentoring program, part of a Mentoring in Science program for Higher Education Institutions supported by the British Council, empowers academic women in STEM fields and strengthens their leadership skills. Seventeen semi-structured interviews were conducted with a mentoring program's participants (engineering, science, and health areas). This research aims to categorize the main motivations that drive professional women in the STEM field to make visible the diversity of perspectives that influence their professional development and thus serve as a source of inspiration for other women. A qualitative methodology that includes classic content analysis of scientific production will be applied to carry out this study. The analysis results will be grouped into three main categories: 1) Motivations that drive women to pursue STEM careers, 2) Perceived importance for women to develop in STEM careers, and 3) Interest in participating in mentoring programs. Regarding the contribution of this work, we aim to spotlight experiences and aspirations, emphasizing the crucial role of mentoring programs in guiding young women aspiring to pursue STEM careers. This work seeks to underscore the significance of mentorship in fostering their professional journeys.

This study examined the potential of the W-STEM mobile app to inspire and motivate more young women to pursue careers in science, technology, engineering, and mathematics (STEM). Developed within the Erasmus+ project "Building the future of Latin America: engaging women into STEM," the W-STEM application collects testimonies and life trajectories of outstanding and successful women in various STEM areas, presenting them as role models of easy access. Through in-depth interviews, invaluable insights were gained into the motivations, achievements, recommendations, and experiences these outstanding STEM women shared. Analysis of these testimonials revealed inspiring messages and critical lessons that can encourage the involvement of the next generation of women in traditionally male-dominated STEM disciplines. By leveraging the ubiquity of mobile devices, the W-STEM app provides unprecedented access to female role models in STEM, demystifying stereotypes and encouraging more young women to pursue paths in these fields. With its focus on providing inspiration, guidance, and resources in an accessible and engaging way, W-STEM represents a powerful technological tool that promotes gender equity and female participation in STEM fields. As of May 17, 2024, the application has garnered 16,275 views across 344 videos, averaging 47.28 views per video. These metrics highlight the app’s significant reach and engagement, underscoring its potential impact in providing accessible female STEM role models to a broad audience and encouraging more young women to explore and succeed in STEM careers.

The gender gap is a problem that occurs in different forms in regions and countries around the world. It is a goal of large international organisations, governments, companies and other entities. Although it is not a new issue, it is important to continue studying it and seek mechanisms and strategies to attract and maintain more women in these areas. In particular, in the field of education and employment, the STEM areas present large gender gaps whose reduction would not only impact the equality of men and women but would also have an impact on the economy of the countries and on improving the economic situation of women. In this context, there are initiatives in Latin America working on this issue, but it is necessary to look more deeply into the elements that influence the decision to study careers in these areas. In this context, two focus groups have been held as roundtables with STEM women from different Latin American and European countries, to answer a series of questions centred on their motivations and decisions before and during their university studies. The results obtained have provided some inputs for defining gender equality action plans in ten Higher Education Institutions from Chile, Colombia, Costa Rica, Ecuador, and Mexico. Furthermore, the results show similarities with previous studies involving STEM women with different Latin American profiles.