Asian Journal of Research in Computer Science

This study investigates strategies to transform perceptions of computer science, with the primary objective of identifying educational interventions that can effectively reduce barriers faced by underrepresented groups in computer science education. Historically, this field has been perceived as dominated by complex mathematics and programming, which, reinforced by societal stereotypes, deters many from pursuing careers in technology. Using a mixed-methods approach that includes surveys, interviews, and case studies, the research identifies key barriers, such as gender disparities and misconceptions, while evaluating the effectiveness of various pedagogical approaches and outreach initiatives. Findings reveal that students often struggle with foundational courses, particularly in mathematics and programming concepts. Specific challenges include difficulties in grasping abstract concepts and a lack of confidence in technical skills. However, interventions like interactive teaching methods, mentorship programs, and the incorporation of real-world applications significantly enhance student engagement and academic performance. Active learning strategies and gender-sensitive curricula not only foster more inclusive environments but also enable all students to thrive. The research emphasizes practical recommendations for educators and policymakers, highlighting the need for systemic changes to promote inclusivity in computer science education. Ultimately, these findings contribute to fostering a more diverse and inclusive tech industry, underscoring the broader significance of creating equitable opportunities for all learners in the field.