The underrepresentation of women in Engineering, Technology, and Computing (ETC) education, with enrollments in leading global institutions falling below 30%, is a persistent challenge; however, emerging data suggests the efficacy of structured interventions. Analyses of contemporary data demonstrate that a confluence of institutional, pedagogical, and sociocultural barriers systematically disadvantages women in technical fields. This systematic review analyzed data from leading academic databases, focusing on fifteen impactful empirical studies (2019-2024) demonstrating quantifiable improvements in gender inclusion initiatives. A rigorous thematic analysis, adhering to PRISMA guidelines, was utilized to investigate longitudinal data from diverse institutional settings spanning three continents. Quantitative data analysis demonstrated that the implementation of evidence-based interventions by institutions resulted in substantial, quantifiable enhancements; specifically, structured mentorship programs integrated with technologically advanced learning environments yielded a 15-20% increase in women's retention rates compared to conventional methods. Collaborative early intervention initiatives, involving industry partners, resulted in a 25-35% rise in female enrollment. Concurrently, curriculum revisions addressing gender-specific requirements resulted in an 18% enhancement of academic performance metrics. Significantly, robust support systems, including peer networks and professional mentoring, yielded a 40% increase in graduation rates. These results yield a metrics-based structure for institutional change, thereby supplying practical benchmarks for the assessment of progress in gender equality endeavors. Findings support the allocation of resources to integrated technological and structural reforms within technical education, offering stakeholders concrete implementation guidelines and measurable outcomes for sustainable transformation.