The International Day of Women and Girls in Science, observed annually on 11 February, celebrates the achievements of women and girls in STEM while advocating for equal opportunities in science and innovation. The 2026 theme, “Synergizing AI, Social Science, STEM and Finance: Building Inclusive Futures for Women and Girls”, highlights the importance of integrating these four pillars to address widening inequalities. By combining AI’s transformative potential with social science insights, technical expertise in STEM, and inclusive financial mechanisms, societies can ensure that innovation benefits women and girls and supports sustainable development.

In recognition of the International Day of Women and Girls in Science, MDPI reaffirms its commitment to advancing inclusive and interdisciplinary research. Through open access publishing, we promote gender-responsive AI, women-led innovation, and equitable STEM participation—ensuring knowledge is accessible, and empowering women and girls to shape a more inclusive future in science and beyond.

“Financial Discrimination: Consumer Perceptions and Reactions”
by Miranda Reiter, Di Qing, Kenneth White and Morgen Nations
Int. J. Financial Stud. 2025, 13(3), 136; https://doi.org/10.3390/ijfs13030136

“Women in STEM in the Eastern Partnership: EU-Driven Initiatives and Challenges of External Europeanisation”
by Gabriela-Roxana Irod, Cristian Pîrvulescu and Marian Miculescu
Societies 2025, 15(7), 204; https://doi.org/10.3390/soc15070204

“The Role of Digital Financial Services in Narrowing the Gender Gap in Low–Middle-Income Economies: A Bayesian Machine Learning Approach”
by Alicia Fernanda Galindo-Manrique and Nuria Patricia Rojas-Vargas
Risks 2025, 13(5), 96; https://doi.org/10.3390/risks13050096

“Drivers for Women Entrepreneurship in Greece: A Case Analysis of Early-Stage Companies”
by Marcus Goncalves, Suela Papagelis and Daphne Nicolitsas
Businesses 2025, 5(1), 1; https://doi.org/10.3390/businesses5010001

“Empowering Women in Tech Innovation and Entrepreneurship: A Qualitative Approach”
by Teresa Felgueira, Teresa Paiva, Catarina Alves and Natália Gomes
Educ. Sci. 2024, 14(10), 1127; https://doi.org/10.3390/educsci14101127

“Advancing Women’s Leadership in United Arab Emirates Higher Education: Perspectives from Emirati Women”
by Shaikha Ali Al-Naqbi and Semiyu Adejare Aderibigbe
Educ. Sci. 2024, 14(9), 1002; https://doi.org/10.3390/educsci14091002

“Empowering Female High School Students for STEM Futures: Career Exploration and Leadership Development at Scientella”
by Simon J. Ford, Raquel dos Santos and Ricardo dos Santos
Educ. Sci. 2024, 14(9), 955; https://doi.org/10.3390/educsci14090955

“The Influence of Women on Boards on the Relationship between Executive and Employee Remuneration”
by María L. Gallén and Carlos Peraita
Int. J. Financial Stud. 2024, 12(3), 84; https://doi.org/10.3390/ijfs12030084

“Mentoring and Networking as the “Silver Lining” of Being Women Leaders: An Exploratory Study in Top World Forestry Schools”
by Pipiet Larasatie, Taylor Barnett and Eric Hansen
Trends High. Educ. 2024, 3(1), 169-179; https://doi.org/10.3390/higheredu3010010

““I’m an Academic, Now What?”: Exploring Later-Career Women’s Academic Identities in Australian Higher Education Using Foucauldian Discourse Analysis”
by Matthew James Phillips and Peta Louise Dzidic
Soc. Sci. 2023, 12(8), 442; https://doi.org/10.3390/socsci12080442

“Gender Equity in K-12 Education, Academia and Higher Education: A Global Perspective” Guest Editor: Prof. Dr. James Etim Deadline for submissions: 31 August 2026	“Teacher Education and Education for Sustainability” Guest Editors: Dr. María Teresa Fuertes Camacho, Dr. Sílvia Albareda-Tiana and Dr. María del Carmen Solís-Espallargas Deadline for submissions: 31 August 2026