Science, Technology, Engineering And Mathematics Programs Research Articles

Supporting STEM Success: Digital Curriculum Innovations to Foster Student Retention

STEM (Science, Technology, Engineering, and Mathematics) education is fundamental to cultivating the skills needed in today’s technologically driven world. However, STEM programs face significant challenges with student retention, particularly due to rigorous coursework, lack of support, and insufficient engagement strategies. This paper examines the role of digital curriculum innovations—such as virtual labs, adaptive learning systems, gamification, and AI-driven tutoring—in improving retention rates in STEM education. By analyzing recent studies, case examples, and student feedback, the paper reveals that these digital tools can address key retention barriers by personalizing learning experiences, enhancing engagement, and providing flexible access to educational resources. This study offers actionable insights for educators, policy makers, and institutions seeking to support student success and foster a sustainable STEM workforce through technology-enhanced curricula.

A 100-day mentoring program leads to positive shifts in girls’ perceptions and attitudes towards biomechanics and related STEM disciplines

The gender gap in STEM (Science, Technology, Engineering, and Mathematics) is among the widest across education and professional fields, with an underrepresentation of girls and women, particularly in engineering and biomechanics. This issue begins early in education and worsens as females progress into more senior roles. To address this gap, we designed and implemented the Biomechanics Research and Innovation Challenge (BRInC), a 100-day STEM program focused on mentoring and role modelling to engage high school girls and early-career biomechanists at key phases where they most commonly disengage in STEM. We evaluated the influence of the program on (i) identity and perceptions towards science, engineering, and biomechanics; (ii) attitudes towards biomechanics, maths and science; and (iii) attitudes towards gender bias, education and career aspirations in STEM, within high school girls following participation in the BRInC program. We observed significant and positive shifts in girls’ perceptions of both biomechanics and engineering. Participation in the program appeared to lead to favourable shifts in attitudes towards biomechanics, maths, and science and fostered a positive influence on girls’ education and career aspirations, igniting an interest in future research opportunities. Innovative STEM engagement programs, such as BRInC, highlight the promising potential of targeted and bespoke approaches to address the underrepresentation of females in biomechanics and STEM-related education and careers. Future programs should strive to enhance socioeconomic and cultural diversity, employ whole of life-cycle approaches by offering programs for girls and women at various phases of the STEM pathway, and prioritize impact assessments to effectively monitor progress.

Assessing the Impact and Challenges of English Medium Instruction in Saudi Arabian STEM Programs: A Comprehensive Review

In recent years, the adoption of English Medium Instruction (EMI) in non-Anglophone countries has garnered significant attention, particularly within STEM (Science, Technology, Engineering, and Mathematics) programs. Saudi Arabia, driven by the objectives of Saudi Vision 2030, has implemented EMI across its higher education institutions to foster internationalization and enhance English proficiency among students. This paper reviews the current state of EMI in Saudi STEM programs, drawing on a comprehensive analysis of the socio-cultural, educational, and linguistic contexts. It explores the motivations behind the shift to EMI, the challenges encountered by students and educators, and the broader implications for educational quality and equity. The transition from Arabic Medium Instruction (AMI) to EMI in Saudi Arabia's STEM disciplines aims to prepare students for global competitiveness. However, this shift presents several challenges. Students often struggle with the sudden change in the medium of instruction, leading to difficulties in understanding complex scientific concepts. Furthermore, the quality of education may be compromised as students and educators navigate the linguistic demands of EMI. The potential cultural and linguistic impact on Arabic language and identity also raises concerns. This review synthesizes findings from various studies and theoretical frameworks to provide a holistic understanding of the EMI landscape in Saudi Arabia. The paper discusses the strategies employed by students and educators to cope with EMI, including preparatory programs and support mechanisms. It also highlights the role of government policies and institutional practices in shaping the EMI experience. While EMI aims to elevate the quality of education and English proficiency, it inadvertently creates educational inequalities. Students from private or international schools, who often have better English skills, are at an advantage compared to their peers from state schools. This disparity necessitates a re-evaluation of EMI policies to ensure inclusive and equitable education for all students. In conclusion, while EMI in Saudi STEM programs holds promise for advancing educational and economic goals, it requires careful consideration of the challenges and implications. Policymakers and educators must collaborate to address these challenges, ensuring that EMI serves as a tool for educational enhancement rather than a barrier to learning. Future research should continue to explore the long-term effects of EMI on student outcomes and the broader educational landscape in Saudi Arabia.

Colombian Teachers’ Network on STEM: Approaching Concepts and Strategies for Collaborative Work and Educational Innovation

"The article analyses the strategies and concepts that configure the accompanying process provided to teachers by the Secretariat of Education in Bogotá, Colombia, through a Continuing Professional Development Program. The content analysis performed in this article is meant to evaluate the conceptualization of a national program on continuing professional development of primary and secondary school teachers in Bogotá, a program estimated to impact on teaching collaboration and educational innovation. The STEM + TRANSFORMS Teachers Network is where this process is carried out, with teachers who have pedagogical initiatives in educational innovation with a STEM (Science, Technology, Engineering and Mathematics). The content analysis was carried out by examining two reference documents for STEM networks and programs in Colombia and Latin America, and conducting an interview with the institutional support coordinators of the Network. The findings will enable an understanding of approaches and challenges related to educational innovation through STEM processes and cooperative work. Keywords: Collaboration, accompanying, STEM, innovation"

Bridging STEM and linguistic gaps: A review of multilingual teaching approaches in science education

This paper examines how multilingual education strategies can be applied within STEM classrooms to bridge linguistic gaps and enhance learning outcomes. It reviews various teaching approaches incorporating multiple languages in conveying scientific concepts, aiming to improve accessibility, and understanding for students from diverse linguistic backgrounds. The analysis includes case studies of schools successfully implementing multilingual STEM programs, highlighting the benefits and challenges of such educational practices. Multilingualism presents challenges and opportunities in science education, particularly in bridging the gap between STEM (Science, Technology, Engineering, and Mathematics) subjects and linguistic diversity. This review provides an overview of the key themes and findings from a review of multilingual teaching approaches in science education. The review highlights multilingual students' challenges in STEM education, including language barriers that may impede their understanding of complex scientific concepts. It also examines the importance of addressing these challenges through innovative teaching approaches that leverage students' linguistic diversity as a strength rather than a limitation. Key findings from the review include the effectiveness of bilingual education models, such as content and language-integrated learning (CLIL), in enhancing students' scientific literacy and language proficiency. These models allow students to develop their STEM knowledge and language skills in tandem, leading to improved academic outcomes. The review also discusses the role of culturally responsive teaching in engaging multilingual students in STEM subjects. By incorporating students' cultural and linguistic backgrounds into the curriculum, educators can create more inclusive and effective learning environments that cater to the diverse needs of learners. Overall, the review highlights the importance of adopting a multilingual approach to teaching STEM subjects, which recognizes and values students' linguistic diversity. By embracing multilingualism in science education, educators can help bridge the gap between STEM and linguistic gaps, ultimately promoting more significant equity and inclusivity in STEM education.

Integrating inquiry and mathematical modeling when teaching a common topic in lower secondary school: an iSTEM approach

The world has been increasingly shaped by Science, Technology, Engineering and Mathematics (STEM). This has resulted in educational systems across the globe implementing STEM education. To reap maximum benefits, researchers are now advocating for the integration of STEM domains. In recent studies, the integration of science and mathematics has become increasingly popular. The domains are much more suitable for integration because of their fields of application and their mutual approach toward problem-solving. However, there is little empirical evidence to drive the development of a practical model for classroom implementation. This study aims to cover that gap through integrating mathematics and science concepts when teaching a common topic to two classes of Form 1 (13–14 years) students. A mathematics and a science teacher went through two cycles of lesson study, integrating and teaching the concept of density. Results show a strong synergy between the BSCS 5E instructional model of inquiry and mathematical modeling; hence the methodological approaches can be used to integrate common topics like density. Further, teacher collaboration, teacher immersion in the iSTEM practices, teacher’s knowledge, and skills of the other subject and an in-depth understanding of a problem and its contextualization, are variables that can be capitalized on to enhance the teacher’s capacity to implement innovative and integrated STEM programs effectively.

Peer mentors' experiences in an online STEM peer mentoring program: “beacons of light”

PurposeRacially and ethnically minoritized (REM) women continue to be underrepresented in science, technology, engineering and mathematics (STEM) programs and careers. Peer mentoring is one strategy that can support their participation. This study explores the experiences of Black women peer mentors in an online peer mentoring program at two historically Black institutions.Design/methodology/approachA qualitative case study approach was utilized to explore the impact of an online peer mentoring program on peer mentors' STEM self-efficacy, sense of community, STEM identity and intent to persist in STEM.FindingsAnalysis identified five themes relating to peer mentors' experiences in the program: (1) an “I can do this” approach: confidence and self-efficacy; (2) utility of like others; (3) “beacons of light”: intersecting and malleable identities; (4) skills development and (5) motivation and reciprocity. Further, challenges of the online relationship were shared.Originality/valueThe study contributes to the body of knowledge by demonstrating the utility of an online peer mentoring model among women mentors enrolled in STEM programs at two historically Black institutions. The findings support those who are historically marginalized in participating in and remaining in STEM.

At the intersection of science, technology, engineering, and mathematics and business management in Canadian higher education: An intentional equity, diversity, and inclusion framework

AbstractIn this study, the authors address the persistent discrimination cis women face in the Canadian science, technology, engineering and mathematics (STEM) higher education context. Pulling on the notion of interrelationships that cross educational faculty boundaries and on intersectionality scholarship to unsettle the structural and disciplinary domains of power, the authors ask, “How can business education and STEM education work together with respect to social considerations, such as gender/race/ethnicity/etc., and social equity and inclusivity, within the Canadian higher education system?” This study aims to build on these interrelationships among diverse, complex individuals who participated in a graduate‐level STEM and business management summer institute to provide an evidence‐based and intentional equity, diversity and inclusion (EDI) framework for STEM higher education contexts. Using a mixed‐methods approach, which saw data collection via a survey instrument and semi‐structured interviews, the subsequent quantitative analysis points to expanding interrelationships to broader areas beyond STEM and business management programs. The close reading of the collected qualitative data, via antenarrative spirals, elevates the participants' complexities beyond focusing “just” on their intersecting identities to looking at their perceptions of STEM fields, the order that ensues and the potential for the undoing of that order. The findings, results, and analyses of these collected data led to an intentional EDI framework, the main contribution of this study, constructed into three main pillars represented by the figure of a tree: the foundational elements (roots) built on individuals' complexities and experiences of Othering, the interrelationships (trunk) possible across various educational and professional dimensions, and a call to structural change initiatives (branches) with the possibility for growth in other areas. This work then contributes to not only filling a significant literature gap and building awareness regarding EDI concerns in STEM contexts via active interrelationship‐building activities but also to unsettling the structural and disciplinary domains of power by embracing a holistic strategy to address systemic discriminatory practices in the Canadian STEM higher education context.

A theoretically based STEM talent development program that bridges excellence gaps.

The pipeline of highly trained STEM (science, technology, engineering, and mathematics) professionals has narrowed in recent decades, forcing society to re-examine how schools are discovering and developing STEM talent. Of particular concern is the finding that rural students attend post-secondary schools at lower rates than their urban counterparts, and when they do attend, they are less likely to graduate from STEM programs. One reason may be that they are not prepared for advanced STEM coursework because they lack access to essential STEM talent-development programs in middle or high school. This creates excellence gaps, which exacerbate the narrowing STEM pipeline to the workforce. To address this, we formed a university-school partnership to develop an outside-of-school STEM talent development program, called STEM Excellence, for rural middle-school students who attend under-resourced schools. The aim of STEM Excellence was to increase students' achievement and aspirations while empowering their teachers to develop local STEM programs grounded in developmental psychology theories. STEM Excellence integrated the Talent Development Megamodel Principles of ability, domains of talent, opportunity, and psychosocial variables. STEM Excellence also recognized the interplay of multiple person-environment systems as presented in the Bioecological Systems Model.

Educational Strategies for Improved Enrolment into STEM Programs in Kenyan Technical and Vocational Education Training

Advanced nations have focused a lot of attention and effort on establishing effective STEM educational practices and preparing students to enter the STEM workforce in recognition of the importance of the STEM workforce. Within the current educational paradigms, learning concepts like STEM (Science, Technology, Engineering, and Mathematics) continue to emerge. With its integrated approach that involves students in systematic inquiries that call for cross-disciplinary knowledge, STEM education is currently one of the most up-to-date subjects in line with 21st century learning. The purpose of this study was to investigate educational strategies for increased student enrollment at TVET colleges in Kenya. This research has used analysis of secondary data and review of several current literatures from different documents and articles. From the review, the researchers were able to conclude that that in order to increase the number of STEM students enrolled in TVET institutions in Kenya, these institutions should establish partnerships with relevant businesses to help them absorb the yearly production of new graduates into the labor market for internships and subsequent employment. In order to promote students’ enrollment in STEM programs at tertiary institutions, the government of the Republic of Kenya should also run mentorship programs through the ministry of education. From primary to secondary and finally tertiary levels, this should start.

Experimental Mathematics – A Course-Based Research Experience in Machine Learning

Efforts to expand the science, technology, engineering and mathematics (STEM) work- force have been topics of United States policy action for more than 50 years (Hira 2010). Unfortunately, among U.S. undergraduate curricula, STEM has one of the highest attrition rates (Tinto 1993) with less than half of students in the U.S. that enroll in an undergraduate STEM program ultimately receiving a degree in a STEM field (Hayes 2009). Naturally, the high rate of attrition is a topic of persisting concern. Many programs have been designed and implemented to model best practices in retaining students in STEM disciplines. One retention strategy is to engage STEM undergraduates in research experiences, and a number of programs have been implemented to provide such experiences. The Towson University Research Enhancement Program (TU REP) is one such program. This cohort-based program supports faculty in the development of course-based undergraduate research experiences (CUREs). In this note we describe a CURE in machine learning offered by the Towson University Department of Mathematics whose development was supported by TU REP. We categorize this course along the spectrum of traditional, inquiry, CURE and internship in each of the five dimensions characteristic of a CURE.

Predicting the Enrollments in Humanities and STEM Programs in Higher Education Using ARIMAX Models

Traditionally, the participation patterns in the humanities and STEM (science, technology, engineering, and mathematics) programs in higher education differ. This study aimed to tackle this issue using concurrent time series data sets in the expanding higher education system. Authors selected the higher education system in Taiwan as an example. The participation in the humanities and STEM programs, covering 71 periods from 1950-2020, were collected from the Ministry of Education in Taiwan. The authors applied CCF (cross-correlation function) and ARIMAX (multivariable autoregressive integrated moving average) models to select the fittest model to predict the future trend. The humanities was the input variable and STEM was the output variable in the model. The findings revealed that ARIMAX (1,2,1) works well for these target data sets. According to the findings, enrollment in STEM programs will decrease with the decline in humanities programs in the future. This finding may provide useful information for related policy makers.

University students’ views regarding gender in STEM studies: Design and validation of an instrument

Differences in the representation of diversity in higher education, emphasising the gender gap in some areas, are issues addressed from different research domains. Socially, gender roles have been constructed and are also related to professions. In this context, the Social Cognitive Career Theory explores the possible causes of segregation. This segregation is evident in Europe and Spain, as indicated by the European Institute for Gender Equality. This paper describes the design and validation process of an instrument to find out what opinions university students have about higher education studies in science, technology, engineering and mathematics (STEM), according to gender. After drafting the questionnaire, it was piloted in a non-experimental quantitative design in Spain. Subsequently, a validity and reliability study was applied to validate the items and construct their dimensionality. The process was implemented using Reliability Analysis and Exploratory Factor Analysis. Also, the dimensionality consists of five scales: Gender Ideology, Perception and Self-perception, Expectations about Science, Attitudes and Interests. Based on the results, it is concluded that the opinion about STEM studies is conditioned by personal elements, such as motivations, educational background and family and social influences, such as people who judged their decision, were their references or studied STEM programs. Finally, it is essential to pay socio-educational attention to the modulating components of decisions about which higher education studies to pursue. Awareness of the factors involved in the decision helps the educational community to establish mechanisms to prevent horizontal gender segregation. The instrument designed, validated and presented in this study provides a glimpse of possible causes for the gender gap in STEM higher education.

Exploring Structural Relationships in Attracting and Retaining International Students in STEM for Sustainable Development of Higher Education

Attracting and retaining international students has been widely discussed in higher education settings. Increasing the number of international students has become an indispensable strategy for national and global competition. This study focuses on effective strategies and international students’ issues regarding satisfaction in the most popular STEM (science, technology, engineering, and mathematics) programs. We designed a structural equation modeling (SEM) method to determine the effect of institutional mediation between push factors and satisfaction factors for the development of better strategies by which to attract and retain international students. This study employed a self-designed questionnaire to collect data: 485 degree-seeking international students in STEM programs were invited and successfully participated in this study during spring 2021 in Taiwan. IBM SPSS 26 and AMOS 26 (Analysis of Moment Structure) were used to carry out the data analysis. We employed reliability, factor, and SEM analyses. This study assumed that the impact of push factors could be modified by institutional situations and result in international students’ satisfaction with their learning and environment and regarding migration policy. The results revealed that the predictors, mediation, and criteria were significant at the 0.05 or 0.01 levels. The findings suggest that push factors impact international students’ satisfaction when using institutional leadership and strategy. The results of the bootstrap with a generalized least-squares method showed that the SEM model fit in 2000 bootstrap samples. The effect of institutional mediation can provide useful information for STEM programs to boost their future recruitment and retention strategies. This study provides an innovative approach to the detection of issues among international students in specific programs. The design of the study can be extended to similar higher education settings. These findings can enrich our knowledge regarding attracting and retaining global students in higher education.

Graduate Perspectives on the Delivery of the Senior High School – Science, Technology, Engineering and Mathematics Program

Improving the implementation of the Science, Technology, Engineering and Mathematics (STEM) program in the Senior High School (SHS), curriculum evaluation is essential. It is a planned process of change that leads to effectiveness of program delivery and student’s learning experience. This qualitative descriptive research analyzed the graduate perspectives on the delivery of the STEM strand in a private university in the Philippines. Graduates (n=11) who obtained academic distinctions, and currently taking STEM-related courses in autonomous universities were purposively selected. The participants were interviewed using a validated pre-structured interview using Zoom/Google Meet platform. Recorded responses were individually transcribed and returned to participants for final edit and validation. All the participants enrolled in the STEM strand because they wanted to pursue STEM-related courses in college. The research found out that the implementation of the university STEM program has its strengths and weaknesses. It was revealed that the program provides a range of learning activities and experiences for students that hone their academic and character development. The program, however, needs to offer more opportunities to improve students’ practical skills through investing in laboratory facilities and equipment. To further improve the program, the study proposes a more specialized and skill-based approach in the delivery of the STEM curriculum

Influencing program satisfaction for undergraduate students in STEM areas: The impact of interdisciplinary features, disciplinary connectedness, faculty support, and examination difficulty

Ensuring program satisfaction for undergraduate students in the areas of science, technology, engineering and mathematics (STEM) matters in student retention and education quality improvement. This study explores how four rarely examined variables support from faculty members, interdisciplinary features of STEM program courses, disciplinary connectedness of STEM program core courses, and examination difficulty impact Chinese STEM undergraduates’ program satisfaction. With data from 619 Chinese STEM undergraduates, structural equation modeling shows that course satisfaction partially mediates the impact of support from faculty members on program satisfaction, while fully mediating that of interdisciplinary features of STEM program courses and disciplinary connectedness of STEM program core courses on program satisfaction. Examination difficulty exerts no significant impact on program satisfaction neither directly nor indirectly. Support from faculty members impact course satisfaction significantly stronger for junior and senior students than for freshmen and sophomores, while interdisciplinary features of STEM program courses impact course satisfaction stronger for freshmen and sophomores than for juniors and seniors. The study ends with practical implications for the higher education reform in relevant areas.

Integrating Mathematics, Science, and Literacy into a Culturally Responsive STEM After-School Program

This manuscript shares the implementation of an after-school literacy in STEM (science, technology, engineering, and mathematics) program designed for middle grade students to increase their interest in science and mathematics learning. This program was conducted at our local Boys and Girls Club facilities where students learned about four science topics (renewable energy, water cycle, Newton’s laws, and natural disasters). Students participated in culturally responsive reading and writing activities incorporating culturally relevant books, journal writing, hands-on projects, and a culminating science fair presentation on a topic of their choice. The authors determined that using literature, particularly culturally responsive picture books and graphic novels, to bridge the students’ understanding of scientific and mathematical concepts was an important component of this program. The students’ reactions to the program reflect the importance of offering a variety of avenues for students to represent their understanding and corroborates the significance of after-school programs to provide opportunities for diverse student populations to participate in culturally responsive programs to promote literacy and interest in the STEM disciplines.

PERANAN KESUKARELAWANAN STEM TERHADAP MODUL iV-STEM MENERUSI PEMBENTUKAN KEMAHIRAN STEM ATAS TALIAN

In the context of the Covid-19 pandemic that is sweeping the world today, volunteering continues to be an important agenda in the country's development mission. The participation of the community, especially the younger generation in volunteer activities is very important in creating an empathetic community. Therefore, to produce a national group that has a clear and far-sighted goal, it is very appropriate if the youths can continue to engage in volunteer activities. Nowadays, volunteering in the field of STEM education is very rare we hear, especially its implementation among university students. Not only that, according to the Ministry of Education Malaysia, the number of students taking Science, Technology, Engineering and Mathematics (STEM) subjects is decreasing every year. Lack of interest and exposure about the enjoyment of learning STEM subjects is a major factor in the lack of student's number in the STEM stream. Thus, this study aims to propose create a team of STEM Volunteers known as iV-STEM@Volunteers STEM, produce an online STEM module that is the iV-STEM capsule module and apply it to among of primary school students. Descriptive statistical methods were used to evaluate the program through organized feedback. A closer approach is implemented through the online STEM program and several competitions to test the level of STEM mastery of students are organized. Each online STEM program organized makes full use of the iV-STEM capsule module developed using STEM elements. Analysis from the study shows that the efforts of the group iV-STEM@Volunteers STEM have a positive impact in efforts to strengthen STEM education until the enrollment of STEM field enrollment reaches 60% by i2023.

A case for a virtual STEM peer-mentoring experience for racial and ethnic minority women mentees

PurposeWhile previous research has examined the effectiveness of peer mentoring from the mentee's perspective, more research is needed to uncover how and why the interplay of the peer-mentoring relationship in a virtual format, especially for racial and ethnic minority (REM) women in historically Black colleges and universities (HBCUs) seeking a science, technology, engineering and mathematics (STEM) degree, impacts STEM success. This study seeks to address weaknesses in the mentoring literature by presenting a thorough and thick description of the peer mentoring experience for REM women in HBCU pursuing STEM degrees.Design/methodology/approachA multi-site case study approach (Yin, 2014) was employed to explore to what extent, if at all, and how did participating in the virtual STEM peer-mentoring experience influence peer mentees' STEM beliefs, interests, skills and behaviors.FindingsFindings demonstrated that the experiences of undergraduate REM women mentees supported engagement in virtual STEM peer mentoring as it was beneficial to developing a sense of belonging, enhancing interest in STEM, encouraging STEM identity, building STEM self-efficacy and, ultimately, promoting STEM persistence. The current study provides a rich picture of how and why peer mentoring is perceived as effective by mentees in STEM programs at HBCUs.Originality/valueThe findings from this study contribute greatly to the body of knowledge and will serve as a foundational model on which future VSTEM PM relationships can be built and fostered among other HBCUs, with the potential to broaden participation in STEM.

All STEM-Ed up: Gaps and Silences around Ecological Education in Australia

Similar to much of the world, the Australian Government has a vision for society to be engaged in and enriched by science which has, as its prime focus, building skills and capabilities in Science, Technology, Engineering and Mathematics (STEM). Simultaneously, the Government’s policies and projects, including in education, ignore intergovernmental environmental initiatives, such as the Intergovernmental Panel on Climate Change (IPCC) and the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES). This article critically analyses the Australian Government’s STEM and climate change education policies and programs, including Citizen Science activities, through an ecological education lens and finds many, and growing, gaps and silences in these areas. It compares the Australian situation with STEM and ecological education-related developments in several other countries. In the context of significant global changes such as the COVID-19 pandemic, this article argues that it is time for the Australian education agenda to take the Government’s international responsibilities seriously, include meaningful engagement with climate change and biodiversity related topics through ecological education in the school curriculum, and discusses what a reimagined school science curriculum could look like.