Gender disparities continue to persist in science, technology, engineering, and mathematics (STEM) education, despite increasing international awareness and policy-level interventions. This chapter examines how recent advances in Generative Artificial Intelligence (AI) can contribute to addressing these disparities through targeted educational practices. The study was conducted in Slovakia, focusing on secondary technical schools in the region of Western Slovakia and selected bachelor-level study programmes at the University of Ss. Cyril and Methodius in Trnava. A mixed-methods research design was applied, combining qualitative data from interviews with students and educators and quantitative data from surveys and classroom-based pilot interventions. The findings suggest that AI-powered educational tools can personalise learning experiences, elevate the visibility of female role models in STEM, support automated and adaptive assessments, and encourage reflection on gender-related stereotypes. These interventions were associated with increased student engagement and a measurable shift toward more equitable gender perceptions, particularly among underrepresented learners. At the same time, the study identifies key ethical and practical challenges, such as algorithmic bias and digital inequality, that must be addressed to ensure responsible and inclusive AI integration in educational contexts. By situating the findings within the broader discourse on educational innovation and social inclusion, this chapter offers practical and scalable insights into how emerging technologies can be leveraged to promote gender equity in STEM education.