Studies have shown that various factors (the role of formal education, informal education, and community) contribute to the lack of participation in STEM and STEM careers. This research aimed to understand the multi pathways of factors contributing to the interest in STEM careers (STEM careers in physical sciences and STEM careers in life sciences). This research was a survey research which administered a questionnaire randomly to 1485 secondary school students (14 years of age). Data analysis was based on the Structural Equation Modeling (SEM) approach using Analysis of Moment Structures (AMOS) to test the hypothesized model. A model containing five constructs, namely environmental factors (learning experiences, media, social influences), self-efficacy in science, technology, engineering and mathematics respectively, perceptions of STEM careers and interest in physical sciences and life sciences STEM careers was proposed in this research. The results show that students’ interest in life sciences based careers is influence by their self-efficacy and perceptions of the career. Meanwhile, students’ interest in physical sciences based careers is influence only by their self-efficacy and not influence by their perceptions of the career. The need to improve students’ self-efficacy through STEM learning experiences is imperative to ensure continued interest in STEM careers. Key words: environmental factors, life sciences STEM careers, perceptions of STEM careers, physical sciences STEM careers, self-efficacy, social cognitive career theory.

Background: Previous studies have reported the impact of integrated science, technology, engineering and mathematics (STEM)-based programmes on students’ interest towards STEM, however, only few have tracked the longitudinal impact of such programmes across the years. Purpose: This study examined the long-term impact of the Bitara-STEM: Science of Smart Communities Program (Bitara-STEM) on middle school students’ interest towards STEM. Program description: The program exposed students with integrated STEM education through a hands-on project based learning experiences, in an informal learning environment involving the application of the five phases of an engineering design process. Sample: This study involved 121 students who participated in the 2014 cohort of the Bitara-STEM program. Design and methods: Data were collected through a longitudinal survey and interviews. Interviews were conducted with sub sample of students to gauge the reasoning behind the decline, sustain or increment of interest towards STEM. Results: Findings revealed that, 2 years after leaving the programme, the levels of interest towards STEM careers were sustained but interest towards STEM subjects was not. The data from interviews revealed that the possible reasons for the decrease in interest towards STEM subjects could be due to the quality of teaching and learning that they experienced in the classroom. Conclusions: Thus, in order to sustain interest towards STEM subjects, students should be involved with Bitara-STEM type active learning strategies more regularly. Teaching and learning approaches in schools need to reflect the more active learning approaches, involving the integration of STEM subjects, as exemplified in this programme.

The science, technology, engineering, and mathematics (STEM) field is a crucial global driver for the development of various aspects of modern society, such as the economy, technology, education, and skills of the 21st-century workforce. All countries strive to produce STEM talent to meet future economic markets. Sustained professional development (PD) can support reform in STEM. Teachers need professional training to improve their knowledge, understanding, and teaching practices, which affect the development of their students’ meaningful learning. As a result, a systematic study was carried out to identify STEM PD activities and their influence on teachers’ knowledge and instructional methods. The peer-reviewed publications were published between 2017 and 2021, and Scopus, Web of Science, and EBSCOhost databases were used to find them. A comprehensive review of these empirical articles produced a total of 15 subthemes under activities and impact themes. The results exhibited that the dominant activities of STEM PD included engineering activities that indirectly had an extremely high impact on teachers’ knowledge and teaching practices related to engineering design, the problem-solving process as it relates to the engineering design process, and experiences of scientists and engineers. Finally, several recommendations for STEM PD sustainability and future research reference are presented.

Students’ interest in STEM careers is governed by various factors: (i) family influences, (ii) out-of-school time learning experiences, (iii) inside-of-school learning experiences, and (iii) media ...

Interest towards STEM and STEM careers is declining worldwide. Among the STEM related careers, the physics discipline has been the most affected in terms of numbers and imbalance of gender. This study investigates the role of self-efficacy in STEM towards STEM careers and Physics career based on gender and types of school. Findings showed that there is a positive and significant correlation between students’ STEM self-efficacy and interest towards all disciplines in STEM and Physics career. Boys showed high level of self-efficacy in engineering discipline while the girls’ associate more with science. Students from boarding schools showed higher self-efficacy and interest towards STEM careers compared to students from public schools. An implication of the study is that self-efficacy and interest in STEM careers are enhanced through engagement with STEM activities in and outside of school. Emphasis should be given to the role of counselors in making STEM careers relevant to students.

Pro-environmental behavior in addressing climate change is influenced by multi-dimensional factors—knowledge, values, intention and sociodemographic background. Correlational studies between environmental values and environmental behaviors have not been able to determine values or behaviors that need to be given priority in future interventions. Therefore, this study firstly determined the environmental values and pro-environmental behavior that are easy or difficult to embrace by 152 respondents with low socioeconomic background. Secondly, we identified the extent pro-environmental behavior is triggered by environmental values. This survey study employs the Rasch analysis model. The respondents had difficulty in associating themselves with biospheric values however readily demonstrated consideration toward altruistic values, especially related to concerns for future generations. In terms of environmental conservation behavior, the respondents were not willing to relinquish comfort easily, such as giving up self-driving and taking public transportation or reducing usage of electricity. In addition, adults of low socioeconomic background find it difficult to endorse statements such as getting involved in campaigns related to environmental conservation. Thus, younger family members must be educated about conservation behaviors such as environmental campaigns commonly offered at schools, and these youngsters can be encouraged to extend their role by educating their parents.