Background: The integration of the 6E instructional model into STEM education, focusing on Health and Well-Being, has gained attention for its potential to enhance students’ computational thinking and self-efficacy. However, limited research exists on how this approach addresses gender-specific needs in vocational education, particularly in terms of reducing gender disparities in STEM skills. Purpose: This study aimed to examine the impact of integrating ‘6E-oriented STEM instruction on Health and Well-Being’ into an IT course on vocational high school students’ computational thinking abilities and self-efficacy. The research also investigated whether the curriculum differentially impacted male and female students, focusing on gender-related differences in these outcomes. Sample: The study involved 67 second-year vocational high school students in Taiwan. Design and Methods: A quasi-experimental design with pretest-post-test control groups was used. Data collection included computational thinking tests and self-efficacy questionnaires administered before and after the intervention. Statistical analysis, utilizing paired t-tests and ANCOVA, was conducted to assess the effectiveness of the intervention and examine gender differences. Results: Findings indicate that the ‘6E-oriented STEM instruction on Health and Well-Being’ significantly enhanced students’ computational thinking abilities and self-efficacy. The curriculum’s human care themes had a particularly positive effect on female students’ computational thinking and self-efficacy. Additionally, gender differences were observed, with female students benefiting more from the curriculum’s focus on real-world health issues. Conclusion: The study demonstrates the potential of the 6E instructional model to improve computational thinking and self-efficacy, particularly among female students. Future research should explore the long-term effects of this approach and its applicability in diverse educational contexts, as well as investigate how curriculum design can further address gender differences in STEM education. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
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