STEM Education Research Articles

Examining Students’ (Inter-)Disciplinary Practice Beliefs in STEM Makerspaces

Makerspaces have emerged as a popular supplement to formal K-16 STEM education, offering students opportunities to engage in hands-on, creative activities that integrate multiple disciplines. However, despite their potential to foster interdisciplinary learning, these spaces often reflect the techno-centric norms prevalent in STEM. As a result, makerspaces tend to be dominated by white, male, middle-class participants and focused on tech-centric practices, which may limit both who participates in these spaces and what types of activities they do there. To address calls to broaden student participation in makerspaces, we surveyed and interviewed undergraduate STEM students to understand how students’ perceptions of making and the makerspace itself influence their modes of participation. Using the lens of repertoires of practice, we identify which practices students believe to “count” in a STEM makerspace, finding that many students hold narrow, discipline-specific beliefs about making, which, for some students, were preventive of them visiting the facility. However, we also discover that students’ beliefs of making practices were malleable, indicating potential for shifting these views towards more inclusive, interdisciplinary beliefs. We conclude with recommendations for educators and makerspace administrators to broaden students’ conceptualizations of making practices and supporting such practices in STEM makerspaces.

Integrated STEM Education Competence Framework for University Lecturers

The rapid advancement of science, engineering, and technology, driven by the Fourth Industrial Revolution, has heightened the demand for a highly skilled workforce in science, technology, engineering, and mathematics (STEM) fields. Integrated STEM education has emerged as a key driver of educational innovation in Vietnam, spanning both general and higher education. The competence of university lecturers in delivering integrated STEM education, a newly recognized pedagogical and professional skill set, is crucial to the success of STEM education at the tertiary level. As with general pedagogical competence, the development of an integrated STEM education competence framework is essential for enhancing this capability among university lecturers. However, there remains a lack of theoretical foundation and best practices tailored to the Vietnamese higher education context. This study aims to develop a framework for integrated STEM education competence specifically for university lecturers through document analysis and survey research. Multivariate statistical techniques, including exploratory factor analysis (EFA), Cronbach’s alpha, and Pearson correlation, were applied to data collected from 205 lecturers across nine public universities in Vietnam. The integrated STEM education competence framework for Vietnamese university lecturers consists of three component competencies and 23 items: designing and implementing integrated STEM education (15 items), assessing integrated STEM learning outcomes (4 items), and demonstrating positive attitudes towards integrated STEM education (4 items). The framework was found to be both reliable and valid, with strong positive correlations among the three component competencies. This study also outlines limitations and provides recommendations for future research.

Global mobility of the recent STEM postdoctoral workforce registered in ORCID

Abstract Postdoctoral researchers contribute to scientific, technological, and societal innovations under the supervision of academic faculty and domain experts. Their international movements facilitate the advancement and diffusion of knowledge and thus are important for research and development. To understand postdoctoral mobility at a global scale, this paper analyzes self-reported career trajectories of postdoctoral researchers by leveraging Open Researcher and Contributor ID (ORCID), focusing on five STEM fields: Biological Sciences, Biomedical and Clinical Sciences, Chemical Sciences, Engineering, and Physical Sciences. The U.S. and European countries are major destinations for the first postdoctoral position across the selected fields, and three Asian countries – China, Japan, and the Republic of Korea – also attract postdoctoral researchers in Chemical Sciences and Engineering. Gender differences are observed for some specific cases mainly due to the tendency that female postdoctoral researchers are more likely to stay in a single country or less likely to move to the U.S. for the second postdoctoral position compared to male postdoctoral researchers. The results would be leveraged to design science and technology policies for postdoctoral researchers in consideration of additional factors, such as culture and language. Peer Review https://www.webofscience.com/api/gateway/wos/peer-review/10.1162/qss_a_00341

Exploring the Influence of Video Games on Self-Reported Spatial Abilities Among University Students.

Background: Video games are no longer just entertainment; they are increasingly recognized for their potential to enhance cognitive abilities, including spatial cognition. This skill is vital in academic disciplines, where strong spatial reasoning is essential for problem-solving and success. Aims: This study investigates how video game engagement impacts self-reported spatial abilities in university students, focusing on the frequency, types, and duration of gaming. It also explores the contributions of specific video game genres and features to perceived cognitive improvements. Method: A cross-sectional study was conducted with 566 Saudi university students who completed an online questionnaire on their gaming habits and self-reported spatial abilities. Data were analyzed using independent sample t-tests and chi-square tests to assess the associations between video game behaviors and self-reported spatial cognition. Results: Frequent gamers (65% of participants) demonstrated significantly higher self-reported spatial abilities than infrequent gamers, particularly in adapting to spatial challenges (p < 0.001). Players engaged with action and open-world games reported the greatest perceived improvements in spatial cognition. No significant gender differences were observed, indicating that both males and females benefit equally from gaming. The use of perspective in games was notably linked to spatial skill enhancement (p = 0.05). Conclusions: Regular video game play, especially with spatially demanding genres, is associated with significant self-reported improvements in spatial abilities. These findings highlight the potential of video games as tools for enhancing self-reported spatial cognition in education and professional training, particularly in STEM fields.

Identifying parameters impacting WASH STEM education across the globe

Abstract This study seeks to assess the parameters impacting successful water, sanitation and hygiene (WASH) science, technology, engineering, and math (STEM) educational outreach. Previous studies have shown a correlation between underprivileged communities and significant impacts due to water related disasters, such as flooding or water related illnesses. As a result, for several decades the international development community has invested in WASH-related infrastructure. Lessons learned through these investments has shown the need for WASH educational outreach to build community awareness and encourage behavioral change, ultimately ensuring the sustainability and impact of the WASH infrastructure. Many WASH infrastructure programs have incorporated WASH education programs, particularly those led by the community. Often this occurs through primary and secondary schools. While WASH STEM education promotes local project ownership, leading to an increased understanding of water management and infrastructure resiliency, these educational programs are not always successful. There is a knowledge gap in understanding what makes WASH STEM education and outreach effective. This research project investigated some of the parameters influencing students’ performance on an assessment of WASH STEM curricula. This was done through deploying two water resource learning modules and assessments to secondary school students in Cambodia, India, Nicaragua, and the United States. The results revealed a correlation between how well the students comprehended the information according to the assessment and how relevant the students found the material to their own lives. The insight gained from this study can create more impactful WASH STEM education and outreach programs for water resource projects, and beyond.

The impact of politics and COVID-19 on graduate STEM international students of color

Political factors and the COVID-19 pandemic have had profound impacts on international students in the U.S. These factors include anti-immigration rhetoric, the policies of the executive branch, and the additional COVID-19 restrictions placed on international students in 2020. In this study, we interviewed international students in graduate STEM programs and asked them about their political opinions and experiences during the pandemic. This article also provides a brief historical overview of immigration policy and how these policies relate to and impact international students. Many of our participants expressed negative emotions regarding President Trump for reasons ranging from his racist rhetoric to his administration’s policies before and during the pandemic.

Implementing a Climate Controlled Smart Garden System in an International Interschool STEM Education Project

The development of Climate Controlled Smart Garden Systems (CCSGS) serves as a vital educational tool in the intersection of agriculture and technology, particularly within the framework of Science, Technology, Engineering, and Mathematics (STEM) education. This project, carried out between 2023 and 2024, brought together four secondary schools from Italy, Turkey, Russia, and Nepal in a unique international collaboration effort that was backed by the International Schools Association (ISA) from Switzerland, the Federal University of Rondonópolis in Brazil, and STEM Education from Greece. The core objective was to teach students about sustainable farming practices, the environmental effects of agriculture, and how technology—like IoT and automation—can be practically applied in these settings. By engaging students in hands-on activities and fostering cross-cultural teamwork, the project sought to build their technical skills, encourage a sense of global community, and show how STEM concepts can be used to tackle real-world issues.

Promoting employment-oriented skills development in Africa: Reality, relevance and research as enablers

Overcoming the alarming youth unemployment challenge in Africa will entail youths acquiring employable skills. For the millions of young people who are illiterate or have never been to school, the learning of high-level technical skills for operating in the Fourth Industrial Revolution (4IR) work environment is a pipe dream. However, these poorly educated young Africans also need relevant skills for gainful employment and sustainable livelihoods. This thought piece argues that employment-oriented skills development in Africa should be multi-pronged and tailored to the educational profiles and needs of learners. Young people with a sound basic education and foundational STEM (science, technology, engineering and mathematics) skills can benefit from the learning of higher-order 4IR skills, while those who have never been to school or have dropped out of the school system at an early age could benefit from modern national apprenticeship schemes by qualifying as competent artisans who could serve the various sectors of the economy. Implementing such a disaggregated strategy for enhancing the employability and employment prospects of all young Africans, regardless of their educational background, will have to be anchored in the reality of the employment situation in each country, be informed by the relevance of the skills training programmes to the needs of the learner and the economy, and be driven by empirical research evidence.

Research on the application of STEM education concept in college education

Research on the application of STEM education concept in college education

STEM and International Trade in a Gender Perspective: The Cases of Brazil, Chile, and Mexico

The development of STEM (Science, Technology, Engineering, and Mathematics) careers in Latin America plays a critical role in fostering technological progress and innovation, thereby enhancing economic growth and competitiveness through trade, which, in turn, stimulates investments in R&amp;D. This study explores the influence of economic opportunities presented by international trade on the gender gap among STEM-trained professionals. The findings reveal that exports of high-value-added services contribute positively to the labour market inclusion of women. Despite this progress, gender segregation continues to be a major barrier to bridging the gender gap, indicating a persistent adherence to traditional gender roles.

Interventions in STEM Education Through Speech Recognition-Based Learning Analysis

This study uses a quasi-experimental design to explore the role of natural language processing (NLP) and speech recognition technologies in supporting teacher interventions during collaborative STEM activities. The Speech Recognition Keywords Analysis System (SRKAS) was developed to extract keywords from student discussions, enabling real-time monitoring and timely teacher support. The study compares proactive and passive interventions, focusing on their effects on student engagement, anxiety, and confidence. Results show that proactive interventions enhance engagement, reduce anxiety, and increase confidence by providing immediate assistance. These findings highlight the value of technology-enhanced teaching strategies in collaborative learning and offer insights for improving student outcomes in STEM education.

E-Learning Challenges in STEM Education

This work reviews the key challenges surrounding teaching Science, Technology, Engineering, and Mathematics subjects known as STEM. The research has uncovered a significant gap between traditional teaching styles and the need to develop and adapt to new remote-learning modalities. The work describes the technological, pedagogical, social, and institutional challenges, finally identifying the importance of their joint interaction. Since the COVID-19 pandemic, it has become evident that STEM educators must increase their awareness and knowledge of instructional models focused on using digital platforms. The current trend is centred on developing remote-learning tools, which will likely become the predominant learning norm as the economy’s viability increases. However, these remote-learning approaches must maintain interaction with the physical world, as understanding real-world phenomena is crucial for improving learning processes. STEM learning through e-learning will have a greater chance of success if academic institutions collaborate with other sectors of society, such as the business sector, to receive feedback for the continuous improvement of the proposed teaching methods.

A Survey on MLLMs in Education: Application and Future Directions

This survey paper examines the applications, methodologies, and future prospects of multimodal large language models (MLLMs) within the educational landscape. MLLMs, which integrate multiple data modalities such as text, images, and audio, offer innovative solutions that enhance learning experiences across various educational domains, including language acquisition, STEM education, interactive content creation, and medical training. The paper highlights how MLLMs contribute to improved engagement, personalized learning paths, and enhanced comprehension by leveraging their ability to process and generate contextually relevant content. The key findings underscore the transformative potential of MLLMs in modern education, suggesting significant improvements in both learner outcomes and pedagogical strategies. The paper also explores emerging trends and technological advancements that could shape the future of education, advocating for continued research and collaboration among stakeholders to fully harness the capabilities of MLLMs. As the integration of MLLMs into educational settings progresses, addressing ethical considerations and ensuring equitable access remain critical to maximizing their benefits.

From Resistance to Acceptance: The Role of Higher Education in the Integration of STEM Education for Sustainable Development

From Resistance to Acceptance: The Role of Higher Education in the Integration of STEM Education for Sustainable Development

Learning outcomes for the future: how STEM education promotes sustainable development, innovation and green skills for young adults in Germany

STEM (Science, Technology, Engineering, and Mathematics) education is pivotal in fostering innovation and promoting Germany’s position in global industries and in several sectors. This paper explores selected cases of STEM education and STEM related VET in Germany, focusing on how learning outcomes are aligned with the evolving demands of a sustainability-driven economy. By examining ESD educational frameworks, government policies, and industry collaboration, the research explores key competencies developed through STEM curricula, such as green skills, innovative problem-solving, and critical thinking. Despite Germany’s progress in STEM education and VET, challenges such as gender disparities, lack of systematic integration of Education for Sustainable Development (ESD) into VET curricula, and increasing demand on green talent as well as digitalisation, climate change and increased migration to Germany, present opportunities for further policy refinement on a governance level. Focusing on STEM education in Germany, the paper provides recommendations to better align STEM learning outcomes with labour market needs, emphasising the integration of emerging trends like AI, digitalisation, and Education for Sustainable Development (ESD). It also contributes to the better understanding of adult learning and education policy and practice and the international political economy of education policy, both in the context of sustainable development.

PULSE Ambassadors program: empowering departments to transform STEM education for inclusion and student success.

The Partnership for Undergraduate Life Sciences Education (PULSE) is a non-profit educational organization committed to promoting the transformation of undergraduate STEM education by supporting departments in removing barriers to access, equity, and inclusion and in adopting evidence-based teaching and learning practices. The PULSE Ambassadors Campus Workshop program enables faculty and staff members of host departments to 1) develop communication, shared leadership, and inclusion skills for effective team learning; 2) implement facilitative leadership skills (e.g., empathic listening and collaboration); 3) create a shared vision and departmental action plan; and 4) integrate diversity, equity, and inclusion practices in the department and curriculum. From the first workshop in 2014, teams of trained Ambassadors conducted workshops at 58 institutions, including associate, bachelor, master, and doctoral institutions. In their workshop requests, departments cited several motivations: desire to revise and align their curriculum with Vision and Change recommendations, need for assistance with ongoing curricular reform, and wish for external assistance with planning processes and communication. Formative assessments during and immediately following workshops indicated that key outcomes were met. Post-workshop interviews of four departments confirm progress achieved on action items and development of individual department members as agents of change. The PULSE Ambassadors program continues to engage departments to improve undergraduate STEM education and prepare departments for the challenges and uncertainties of the changing higher education landscape.

Fostering community discussions and building a toolkit for mental health and wellness in STEM.

Mental health interventions can help mitigate the unique challenges that individuals in Science, Technology, Engineering, and Mathematics (STEM) face as they navigate these disciplines. We developed the "Mental Health and Wellness: Our Community and our Identity in STEM" workshop, which emphasizes leveraging our STEM community and promoting self-compassion, to foster a conversation among members of the STEM community on how to support mental health and wellness. This interactive workshop begins with a short lecture to define mental health and wellness and introduce evidence-based methods to increase self-compassion. Participants, who are often from diverse backgrounds and various career stages, then explore case studies that highlight experiences related to mental health across STEM career stages. Pre- and post-assessments of workshop participants suggest that participants had positive shifts in their ability to show compassion toward themselves as well as an increased comfort in discussing mental health within their STEM community. This workshop not only provided participants with practical tools and insights but also cultivated a supportive environment, underscoring the importance of mental health awareness and collective well-being within STEM fields. In this paper, we share tips on how this workshop was executed and lessons we have learned from our years of sharing similar workshops in the broader STEM community. We hope this paper serves as a valuable guide for potential facilitators to initiate conversations about mental health and wellness in their respective STEM spaces.

Experimental study on the impact of educational resources on learning effectiveness in STEM subjects

Experimental study on the impact of educational resources on learning effectiveness in STEM subjects

Empirical Analysis of Factors Preventing Pupils from Choosing stem Fields

As technological developments expand globally, the need for science, technology, engineering, and math (STEAM)-relate d professions has grown. Emphasis on STEAM-oriented careers and study choices has expanded in many educational systems in the world. The research focuses on students‘ attitudes towards STEM subjects inside and outside of school, their motivation to study and pursue a STEM career. Key results indicate that students have reservations in pursuing a STEAM career and that their academic and practical motivation to study STEAM varies. The study suggests that employing a diverse, practical approach towards teaching STEAM subjects could encourage more students to choose STEAM subjects and careers. Research object is to explore the factors associated with the low number of students choosing to study and pursue careers in STEM (Science, Technology, Engineering, Mathematics) fields after secondary education in Lithuania. Aim of research is to understand the factors influencing the choices of young people in Lithuania regarding STEM subjects and careers. Objectives: 1. To identify and analyse the factors that prevent students from choosing STEM fields; 2. To explore the differences in attitudes and motivations towards STEM between male and female students. Method of research: Conducting a quantitative analysis through online surveys involving 196 high school students from Šiauliai, Lithuania.

STEM service learning in higher education: A systematic literature review

In recent years, the adoption of service learning (SL) as a pedagogical strategy has gained momentum in higher educational institutions. This study aims to provide a comprehensive literature review on implementing SL in higher education, specifically in science, technology, engineering, and mathematics (STEM) education. The review processes included the dataset from Scopus and Web of Science. The final study included 20 articles based on the inclusion and exclusion criteria that were predetermined earlier. The findings of the study reveal the acceptance and use of SL in STEM education. The study looks into the uniqueness of previous STEM education SL frameworks. The benefits of STEM education SL for students are also identified. Lastly, the study highlights emerging issues regarding integrating STEM education and SL. In conclusion, the study provides valuable insights into the implementation of SL in higher education, particularly in STEM fields, by examining frameworks, benefits, and emerging issues in integrating this pedagogical approach.