STEM Education Research Articles

Evaluating the Prevalence of Imposter Syndrome Among Community College General Biology Students

ABSTRACT While imposter syndrome has been extensively studied in four-year institutions, research examining its impact on community college students remains notably limited, particularly in STEM fields. This study addresses this critical gap by investigating imposter syndrome prevalence among General Biology students (n = 50) at a northeastern U.S. community college, using Dr. Pauline Rose Clance’s validated Clance Impostor Phenomenon Scale (CIPS). The research employed a mixed-methods approach, combining CIPS assessments with demographic analysis and evaluation of academic resource utilization patterns. Results revealed that 48% of students experienced frequent imposter feelings, with 22% reporting intense experiences – a concerning finding given the foundational nature of General Biology in STEM education. Notably, CIPS scores showed no significant variations across race/ethnicity, gender, or age demographics, suggesting widespread impact across diverse student populations. Analysis of help-seeking behaviors revealed an emerging trend: students with higher imposter syndrome scores showed lower engagement with academic support services, with 84% never attending office hours and 76% not utilizing tutoring services. These findings underscore the need for targeted academic and psychological interventions in community college settings, particularly given these institutions’ crucial role in providing accessible STEM education pathways.

Factors Affecting Students' Achievement

The current research sought to identify important student achievement predictors from past literature, then use a publicly available dataset to assess the statistical contribution of technology factors above and beyond previously established effects. Using TIMSS data from Saudi Arabia, with data from 5,453 students in fourth grade mathematics and science, a Bayesian modeling approach was taken to estimate the effects of internet access, cell phone access, and tablet access on student achievement outcomes. Results showed that not having access to a computer or tablet, along with no internet access was associated with lower math and science scores, while not having a smart phone was associated with higher scores alongside other achievement variables. Findings provide a clearer picture of how technology factors can contribute to success in STEM fields for students, highlighting the need to effectively incorporate technology into the classroom.

Digital educational escape game design for STEM higher education

In higher education, lecturers experience difficulties motivating their students. Within the scope of this project, learning outcomes are intended to be enhanced by an innovative teaching and learning method: digital educational escape games. Exploring the design of digital escape games as a modern and constructivist approach to enhance teaching and learning in STEM (science, technology, engineering, mathematics) higher education, this paper outlines evidence-based research based on semi-structured expert interviews and qualitative content analysis. Experts’ insights into these thematic areas provide valuable perspectives on how digital escape games can effectively contribute to the teaching and learning experience in STEM disciplines. The results show expert opinions regarding key didactic aspects like the integration of educational content and learning processes into game design. It was found that the didactic and educational aspects of a game are inextricably linked and cannot be separated. In order to create an effective educational game, it is essential to establish the learning objective as the foundation for the game’s narrative. In addition to the consensus on the integration of didactics and games, there were also aspects on which educators and learners held opposing views. Hence, controversially discussed game design elements need to be subject of further research.

The supply and quality of STEM teachers

The future of the STEM workforce rests partly on the strength of the STEM teacher workforce to teach and nurture new generations of STEM graduates. However, the STEM teacher workforce is facing critical decline with the annual production dropping from about 31,000 a decade ago to around 20,000 in the last few years. This is concerning given the need for more STEM teachers to meet rising demands. Although production is decreasing, there are improvements in the diversity and qualifications of STEM teachers, including more female teachers and those with higher degrees in STEM fields. Investments in teacher salaries and financial support for STEM education can help address the shortage and improve the future STEM teacher workforce and STEM workforce.

Assessing Computational Thinking in Engineering and Computer Science Students: A Multi-Method Approach

The rapid integration of computational thinking (CT) into STEM education highlights its importance as a critical skill for problem-solving in the digital age, equipping students with the cognitive tools needed to address complex challenges systematically. This study evaluates CT skills among Engineering and Computer Science students using a multi-method approach by combining quantitative methods (CTT scores and CTS responses) with qualitative methods (thematic analysis of open-ended questions), integrating objective assessments, self-perception scales, and qualitative insights. The Computational Thinking Test (CTT) measures proficiency in core CT sub-competencies, abstraction, decomposition, algorithmic thinking, and pattern recognition through objective tests. The Computational Thinking Scale (CTS) captures students’ perceived CT skills. At the same time, open-ended questions elicit perspectives on the practical applications of CT in academic and professional contexts. Data from 196 students across two Mexican universities were analyzed through quantitative and thematic methods. The results show that students excel in pattern recognition and abstraction but face decomposition and algorithmic thinking challenges. Cross-sectional analyses were conducted between CTT, CTS and the open-ended part to compare CT skills across different demographic groups (e.g., age, gender, academic disciplines), showing clear differences based on age, gender, and academic disciplines, with Computer Science students performing better than engineering students. These findings highlight the importance of CT in preparing students for modern challenges and provide a foundation for improving teaching methods and integrating these skills into university programs.

A novel instructional activity using neuroscience core concepts as a pedagogical tool to improve contextualization of primary research articles

Reading primary literature is beneficial for STEM students but, as novice learners, they struggle to integrate research into larger knowledge frameworks and to apply findings beyond a narrow scope. Best practices for teaching primary scientific literature often emphasize development of conceptual knowledge, scientific process competency, or affective goals rather than the goal of contextualizing research. We hypothesized that a novel pedagogical intervention leveraging neuroscience core concepts would improve students’: (1) ability to connect primary research articles to broader knowledge contexts, and (2) metacognitive strategies for contextualizing primary research articles. Preliminary qualitative scoring indicated that the intervention improved students’ linking of primary research articles to larger conceptual frameworks and that the intervention was more effective when embedded in ongoing pedagogical use of core concepts. Student reflections on their learning processes indicated that they primarily leveraged core concepts for metacognitive declarative knowledge and metacognitive information management strategies. Given that core concepts are published for a variety of STEM fields, findings are of interest to a range of STEM instructors. This work builds on a growing collective effort to implement disciplinary core concepts into accessible, scalable teaching methods, emphasizing engagement with primary scientific literature.

The Impact of Islamic Integrative Math Problems with Science, Technology, Engineering, and Mathematics (STEM) Education Framework to Improve Critical Thinking Skills

Daily, no problem can be solved by involving only one scientific discipline. Students must be trained with integrative problems involving other disciplines. STEM education is one educational framework that allows students to be engaged in integrative problems. This study aims to determine the effectiveness of Islamic integrative mathematics problems with STEM education in improving critical thinking skills. Effectiveness is also seen based on critical thinking skills, including understanding problems, identifying information, validating arguments, drafting conclusions, and evaluating. The research method used is a quasi-experiment with a pretest and posttest control group design. The research population is 8th-grade MTs/Islamic Junior High School students in Purbalingga, with a sample of 138 students from two Islamic junior high schools. Critical thinking skills data was obtained from a critical thinking skills test representing each aspect of critical thinking. The data analysis used was the t-test and the Mann-Whitney U test with the help of SPSS. The study results show that learning integrative math problems with STEM education effectively improves overall critical thinking skills and the aspects of argument validation and evaluation. Meanwhile, in terms of understanding problems, identifying information, and concluding, Islamic integrative mathematics problems with STEM education are not effective. The finding implies that learning mathematics is more meaningful if it is directly related to its application in various disciplines, in this case, STEM and Islamic disciplines. Integrating mathematics with various disciplines in the form of integrative math problems can develop students' critical thinking skills well.

Easier Said than Done: STEM Subject Integration Through Engineering Design in Swedish Upper Secondary School

Abstract Engineering design projects can enhance authenticity, increase relevance, and integrate STEM subjects without compromising their individual integrity. Nevertheless, the literature also warns that few STEM subject integration projects acknowledge students’ contexts and everyday problems. This study explores how teachers prepare for STEM subject integration in an engineering design project in a Swedish upper secondary school Technology programme and examines the process and outcomes of project implementation from both teachers’ and students’ viewpoints. The design project induces students’ solutions for bettering their everyday physical school context regarding well-being, feasibility, and sustainability. Collection of data employed participatory observations, and interviews with teachers and students. Results are presented as four themes: (1) integration and collaboration can be encouraged through project organization; (2) the engineering design process is the centrepiece of the integrated project; (3) models and modelling are primarily used for communication of design ideas; and (4) integration of STEM content and methods seldomly draws on more than two disciplines. Findings show that utilizing the school’s technology profile provides an accessible pathway to promote integrated STEM. However, although several teachers demonstrate enthusiasm for the real-world relevance of design projects, integration remains challenging. Since the project was mostly viewed as being technology and engineering-based, science and mathematics were present to a lesser degree, which made integration of all STEM subjects demanding. Nevertheless, the project could be seen as responding to an “extended STEM problem” in that components from health sciences were also incorporated.

Investigating current patterns in spatial learning within the context of mathematics education in Asia: A systematic review

Many studies conducted across the world have demonstrated the significant benefits of adding spatial thinking abilities to learning activities. Spatial embedded activities have a significant effect in enhancing the students’ achievements in many ways, including in the STEM subject. However, the application of spatial talents in the curriculum remains limited. This systematic literature study will examine Asia’s spatial ability-based learning trend for the past ten years (from 2014 to early 2024) and its benefits on students’ academic progress. This study was conducted in February 2024 and gathered studies from three different journal databases, including Education Resources Information Center, Scopus, and Web of Science. The PICO (participants, interventions, comparisons, and outcomes) framework was used in this study to collect articles using specific keywords. The criteria were satisfied by 23 articles, which were incorporated into this study. The findings indicate that research conducted in Asia pertaining to spatial learning incorporated three distinct types of spatial strategies: spatial embedded assignments, spatial learning technologies, and spatial embedded teaching strategies. Utilizing these three strategies to implement spatial learning activities was beneficial for teachers and students. However, further research is required to elucidate the factors that impact the implementation of spatial learning, such as the cultural context of Asian countries.

STEM project design in computer microelectronics education

STEM education has emerged as a critical approach for developing 21st century skills in higher education students. This paper investigates the implementation of STEM project design in computer microelectronics education, focusing on the integration of virtual simulations using Tinkercad and physical implementation with Arduino microcontrollers. The research demonstrates how this dual approach enhances students' interdisciplinary skills through project-based learning. Drawing on the theoretical foundations of experiential learning, constructionism, and Technological Pedagogical Content Knowledge (TPACK), the study analyzes the stages of STEM project implementation from problem definition to final presentation. The research reveals that the combination of virtual modeling and physical prototyping creates a comprehensive learning environment that promotes critical thinking, problem-solving, and technical competencies. Assessment frameworks and implementation guidelines derived from this study provide valuable insights for educators seeking to integrate STEM approaches in technical education. The findings contribute to the broader understanding of effective STEM education methodologies while addressing the specific challenges of computer microelectronics instruction in higher education settings.

Learning Procedures as the Basic Skill for the Upskill in STEM Education

Education is the root of all skills and human advancement. Learning is permanent change in behavior, learning can be acquired through formal, non formal and informal education but the greatest of all is formal education where reading and writing skills are acquired for the acquisition of other skills. This paper seeks to highlight on the pre-learning procedures for learning and skills advancement. The learning challenges, learning boosters and principles are highlighted; conclusion is drawn for the upskill in stem education.

APBench and benchmarking large language model performance in fundamental astrodynamics problems for space engineering

The problem-solving abilities of Large Language Models (LLMs) have become a major focus of research across various STEM fields, including mathematics and physics. Substantial progress has been made in both measuring and enhancing these abilities. Among the multitude of ways to advance space engineering research, one promising direction is the application of LLMs and foundational models in aiding in solving Ph.D. level research problems. To understand the full potential of LLMs in astrodynamics, we have developed the first Astrodynamics Problems Benchmark (APBench) to evaluate the capabilities of LLMs in this field. We crafted for the first time a collection of questions and answers that range a wide variety of subfields in astrodynamics, astronautics, and space engineering. On top of this first dataset built for space engineering, we evaluate the performance of foundational models, both open source models and closed ones, to validate their current capabilities in space engineering, and paving the road for further advancements towards a definition of intelligence for space.

The Use of Apps Based on Augmented Reality as a Tool for Teaching STEM Subjects in Compulsory Secondary Education

Augmented Reality (AR) as a resource in all areas of education is now a reality. Since the widespread use of smartphones, the number of AR applications has not stopped growing, and it has potential use in education. In this publication, we analyse the suitability of AR-based apps to teach STEM (Science, Technology, Engineering and Mathematics) concepts in compulsory secondary education in Spain. The study includes a quasi-experimental design, with an experimental group and a control group, to demonstrate the benefit of this technology in the classroom. In addition, a pretest-post-test design was applied, consisting of a pre-test and a post-test knowledge questionnaire. A five-question Likert-type questionnaire was used with the students to measure satisfaction with the activity and the appropriateness of the apps. Our study found high satisfaction in all four cases. In addition, the Wilcoxon W-test revealed that three of the four experimental groups using AR significantly improved their academic performance, with case three being the only non-significant (p=.051). This publication is part of the Educational Research Project, “Improving scientific competence through augmented reality (EDUCYL2020-02)”, funded by the Consejería de Educación de la Junta de Castilla y León through the Dirección General de Innovación y Formación del Profesorado.

HydroSignal: open-source internet of things information communication platform for hydrological education and outreach.

This paper introduces HydroSignal, a low-cost, open-source platform designed to transform environmental monitoring and hydrological data visualization, making it accessible to educators, students, and the general public. By integrating internet of things (IoT) technology with a user-friendly web interface, HydroSignal enables real-time data acquisition and visualization of key hydrological parameters such as flood levels, turbidity, rainfall, soil moisture, and temperature. The platform's true contribution lies in its ability to empower users with hands-on, practical experience, enabling them to go beyond passive observation and actively engage with real-world hydrological data. Through four diverse use cases, HydroSignal demonstrates its flexibility in fostering data-driven decision-making, hands-on learning, and skill development across academic, educational, and community settings. By democratizing access to environmental data, HydroSignal not only simplifies the visualization of complex hydrological processes but also nurtures a deeper understanding of environmental monitoring, promoting STEM education, public engagement, and environmental awareness.

Mathematics teachers’ perceptions of teaching strategies when adopting a STEM approach

Abstract An integrated approach to teaching science, technology, engineering, and mathematics (STEM) is prioritised in many countries, including Australia. This study provides insight into secondary school mathematics teachers’ perceptions of the affordances of a STEM approach for mathematics with a focus on selected STEM teaching strategies. Teachers’ perceptions can influence their practices and the potential uptake of STEM in mathematics classrooms. Thirty-two Australian secondary school mathematics teachers completed a questionnaire that included Likert scale items to determine their reported use of six STEM teaching strategies for ‘typical’ mathematics teaching and mathematics teaching with a STEM approach. Responses to open-ended questions provided data on teachers’ perceptions of the benefits and drawbacks of a STEM approach. Quantitative analysis revealed most teachers reported they would not regularly use teaching strategies such as collaborative learning and problem-based learning in their ‘typical’ mathematics teaching, although these would be frequently used (together with real-world problems) when adopting a STEM approach. STEM teaching strategies were reported as more applicable when teaching mathematics with a STEM approach than in ‘typical’ mathematics lessons. Thematic analysis of open-ended responses found that teachers viewed a STEM approach as beneficial for its use of real-world problem-solving, and for promoting meaningfulness of mathematics. The findings suggested that while mathematics teachers may value the teaching strategies of a STEM approach, this may not translate to classroom practice. There is a tension in balancing the perceived benefits of STEM teaching strategies, against perceived drawbacks.

Digitalization and the Future of Work: Economic Development, Labour Markets and Education in a Rapidly Changing World

The rapid pace of digitalization is transforming the world of work, posing significant challenges and opportunities for economic development, labour markets, and education. This paper explores the impact of digitalization on the future of work, examining the implications for economic development, labour markets, and education.The digital age has also brought about significant changes in the global economy, labour markets, and education. We argue that digitalization has the potential to create new opportunities for economic growth, innovation, and entrepreneurship, but also poses significant challenges for workers, particularly those in low-skilled and low-wage jobs. We discuss the implications of the digital age for labour markets, including the rise of the gig economy, automation, and the need for lifelong learning. We also examine the role of education in preparing workers for the digital age, including the need for digital literacy, STEM education, and soft skills. Finally, we discuss the implications of the digital age for economic development, including the potential for increased productivity, innovation, and economic growth.

Use of a Common Professional Language to Improve Neurodivergent STEM Scholar Sense of Belonging

ABSTRACTIn a 1‐credit evolving STEM Community and Identity course, low‐income and neurodivergent students participate in cohort activities to build community and develop their professional STEM portfolios. The strengths‐based Birkman Method personality survey is used to enhance STEM identity and clarify communication and work styles. This course involves collaboration between STEM faculty, education faculty, and career counselors. Many neurodivergent students entering college lack confidence and struggle to identify and communicate their strengths, which can affect their academic performance and professional growth. This study documents the benefits of using a common language, based on the Birkman Method, for students, mentors, and career counselors. The language is integrated into the course, mentoring sessions, and students' professional portfolios. As a result, students feel a stronger sense of belonging within their cohort and build more meaningful connections with mentors and career counselors. The Birkman Method also helps neurodivergent students take a more informed approach to job searching, improving their morale, mental health, and employment retention. This paper outlines activities designed to foster a community of scientific thinkers and support professional development at all academic levels of postsecondary education.

The power duo: unleashing cognitive potential through human-AI synergy in STEM and non-STEM education

The power duo: unleashing cognitive potential through human-AI synergy in STEM and non-STEM education

ASEAN, gender equality and women’s empowerment in STEM

PurposeA paradigm shift is essential to achieving gender equality, including participation in science, technology, engineering and mathematics (STEM). This article aims to analyze how the involvement of international organizations in this task is essential to succeeding beyond the actions of local and national governments.Design/methodology/approachBased on the case study of ASEAN, we examine official documents of the ASEAN Secretariat to analyze the relationship between Innovation, Science and Technology for ASEAN countries and action plans to advance women’s participation in STEM.FindingsThe article evidences the scope, limits, contributions and challenges of ASEAN as a promotor of gender equality in STEM.Research limitations/implicationsThis case study explores how the official position of the ASEAN Secretariat can contribute to advancing gender equity in STEM. Subsequent studies based on other qualitative methodologies, considering decision-makers from the ASEAN countries, will enrich the findings.Originality/valueThe traditional focus of analyzing how women can participate more in STEM has been regional or national approaches. Academic literature often considers the role of provincial or national governments as the most decisive influence on correcting inequalities of opportunities between men and women. However, this research takes a different approach, discussing the few explored roles of international organizations, both global and regional, in this critical task. The potential contribution of international organizations on this issue, despite their non-binding recommendations and resolutions, can contribute to impulse a change in the gender gap in STEM as the ASEAN case evidences.

Educational Approaches to Bioprocess Engineering Using DIY Bioreactors for Scientific Literacy

The interdisciplinary nature of science, technology, engineering, and mathematics (STEM) offers the opportunity to implement educational approaches to biotechnology and process engineering issues. The focus should be on the promotion of scientific literacy in contexts relevant to research, industry, and society. This article specifically shows the development of suitable low-level experiments to provide a milestone for the implementation of biotechnological and process engineering issues in STEM education. The experiments show the successful transfer of inquiry-based bioprocess engineering experiments with a Do-It-Yourself (DIY) bioreactor and low-cost sensors. It was possible to achieve comparable trends of process-relevant state variables like mixing time and volumetric mass transfer coefficient (kLa) for the DIY bioreactor in comparison to established commercial systems. Furthermore, microalga Microchloropsis gaditana could be successfully cultivated under different cultivation conditions in the DIY system, and the respective growth curves could be observed. The DIY system is well suited for experimental application in schools and provides a scientifically substantiated basis for data interpretation. The scientific outreach approach and cooperation in a multiprofessional team for the transfer of process engineering questions to education can be evaluated as enriching. Experiments involving educational concepts offer a variety of connecting elements in the curriculum and opportunities to foster scientific literacy.