For over a decade, STEM education has been developed as an integrative curriculum for promoting students' performance in the disciplines of science, technology, engineering, and mathematics. However, its development in Hong Kong is still at an early stage, and more studies are necessary to explore the impact of STEM education on local students. In addition, gender stereotyping is a long-standing issue that needs to be addressed in information communications technology (ICT) education. Through surveys used to evaluate a local ICT training workshop in Hong Kong with 411 female students in junior secondary school, this study provides empirical evidence supporting the effectiveness of a STEM education program for promoting student development and alleviating gender stereotyping in ICT. The results showed that an inquiry-based model of learning, which focuses on students' problem-solving skills and analytical ability, significantly enhanced ICT self-efficacy and reduced perceived difficulties in using ICT. Moreover, ICT-related gender stereotyping was associated with both ICT self-efficacy and perceived difficulties in using ICT, indicating that gender stereotyping in ICT can be reduced by granting more ICT learning opportunities to female students. Although the perceived value of studying ICT did not show a statistically significant improvement as a result of the ICT workshop, perceived value played a critical role in moderating the effect of ICT self-efficacy on ICT-related gender stereotyping and mediated the relationship between perceived difficulties in using ICT and ICT-related gender stereotyping. It is recommended that more emphasis should be placed on promoting perceived values in future ICT programs. Copyright ©2021 Pergamon-Elsevier Science Ltd.