This paper aims to challenge the prevailing discourse that ICT sector and education thereof, is predominantly male oriented. We argue that this problem could be best addressed through a systems approach, which would enable deeper insights by unraveling the complex reality. While we recognize that dominating discourses build on a view of a systematic underrepresentation of women in ICT related education in Sweden, we posit that this is not a universal and homogeneous issue. In this research we focus on two ICT study programs in a Swedish University, one with a high proportion of women compared to the other and explore why women select one program over the other. We argue that this rather uniform dominant discourse is shaped by the narrow and simplified conception of ICT, reduced to mere technologies and ICT sector to e.g., programmers, system designers, software engineers. However, the reality is more complex and diverse. Digitalization which has permeated all spheres of life renders the prevailing discourse obsolete. That is, women are involved in the digitalization of today´s society that has unleashed profound systemic societal changes, transforming traditional sectors, work practices and enabling unconventional jobs. One way to contest the dominant discourse and to provide a more nuanced picture of ICT sector is through the concept of digitalization and systems thinking. Previous research has examined the reasons behind the women underrepresentation, and in Sweden over years several projects and efforts have been undertaken to stimulate women participation. Whilst this research does not disregard the gendered perspective, it instead focuses on unraveling the conditions of women inclusion in the ICT higher education. This emphasis provides a fundamental and complementary perspective to the whole diverse picture of ICT education. In the presentation, I will further discuss what kind of systems approach might help address this complex real-world problem.