In 2025, together with the Centre for Applied Anthropology of Estonia, we conducted a study to understand the experience and impact of HK Unicorn Squad, a technology program for girls, from the perspectives of different stakeholders – girls, parents, and instructors. We aimed to explore how participation in the program influences girls’ self-image, interest in technology, and understanding of learning and future opportunities. The objective was to evaluate how a girls-only technology club supports their development and confidence both in the present and in the long term.
Objective
The goal of the project was to collect feedback on the program, analyze and understand its impact and value, and develop an impact assessment methodology and value propositions.
Method
The study combined multiple research methods. We conducted in-depth interviews with girls, instructors, and parents, and held group interviews with the girls. In addition, we carried out observations during HK Unicorn Squad sessions and at the annual summer camp. This allowed us to observe and experience the program in its natural setting and to understand how participants behave, interact, and learn throughout the program.
This approach also helped capture aspects that participants may not notice or express in words – such as the nature of collaboration, how failures are handled, and group dynamics.
As a result of the study, we developed four personas (two parents, one parent-instructor, and one instructor) and produced a research report that also included recommendations for further program development.
Key insights
Growth in confidence and willingness to experiment in a safe environment is the program’s central value.
The program’s practical and playful approach is engaging, provides immediate experiences of success, and encourages making mistakes and trying again (“I can do this”).
Development of problem-solving skills is one of HK Unicorn Squad’s most significant impacts.
Girls learn to approach tasks both creatively and logically, experimenting with different solutions and thinking outside the box. This gives them the understanding and experience that no working solution is less valuable than another.
Development of collaboration and communication skills.
Working in groups teaches girls to understand roles and responsibilities, clearly express ideas, and listen to and support each other.
The program’s diverse content breaks gender stereotypes and reduces fear of technology.
In addition to robotics and programming, HK Unicorn Squad includes crafting, creativity, and hands-on activities. This presents technology as something connected to everyday life and as a creative field, reducing alienation and fear related to technology.
Girls struggle to independently connect what they learn with school or future career choices.
Although girls gain practical skills and experiences of success, without conscious guidance, they often lack broader reflection and meaning-making. Supporting reflection and integrating it into the program would help strengthen their STEAM identity and increase long-term impact.
The program’s success largely depends on instructor motivation and consistency.
Many instructors are volunteer parents who value the program’s organizational simplicity and “ready-to-use” system. However, dedicated support and motivation for becoming an instructor are necessary, as the program’s expansion and the sustainability of groups depend on the instructor’s well-being.
Next steps
HK Unicorn Squad has primarily been communicated as a technology club, and the program content has been presented accordingly. However, its actual impact is much broader – in addition to technological knowledge, the program develops highly valuable transferable skills in girls.
Making this broader impact visible and communicating it intentionally is essential for ensuring that girls, parents, and instructors understand the program’s full value. Our recommendations focused on how to further amplify this impact, including developing tools that support reflection (e.g., short discussions at the end of sessions), providing pedagogical support for instructors (including training and mentoring systems), and making the program’s diverse content more visible.