This study investigates the suitability of the STEM Career Interest Survey (STEM-CIS) to measure secondary school students’ aspirations towards STEM subjects and careers. A confirmatory factor analysis (CFA) was conducted to assess the initial structural validity of the adapted STEM-CIS survey, where the science subscale was extended to four science disciplines, to align with the way science is taught in Finland and Russia. The results indicate that the interest in STEM subjects in general is not at a high level in any of the countries. There is a traditional gender gap regarding STEM subjects in every dimension, which favors females in biology and males in technology and engineering. STEM stereotypes among students—due to low exposure to STEM professions at school—can explain students’ low interest despite high self-efficacies. Our study shows that we must increase informal learning opportunities inside and outside school and improve career counselling for students so that they will be more informed of STEM career opportunities.

This study investigated common features of students' attitudes towards studying science and mathematics in comprehensive and secondary schools in three countries. Data were obtained by conducting a survey (N = 581) in Norway, Finland and Russia. A Confirmatory factor analysis (CFA) provided a model with a three-factor solution consisting of factors: the perception of the teacher, anxiety towards science and mathematics, and motivation. The results suggest that most students are motivated to study sciences and mathematics. Data analysis indicate gender differences in attitudes to students' future studies and career plans. Most girls recognized the importance of these subjects for their future studies and careers, while boys showed more interest than girls in local career opportunities in industry. Teachers have a significant role in directing students' attitudes toward science and mathematics. Students experienced that the teachers who use innovative teaching approaches, both motivate and reduce anxiety, in their learning process.

In this case study, we examined a school in Northern Norway that has integrated outdoor learning as a core element of its pedagogical practices. To develop a comprehensive understanding of the role of outdoor learning and the factors contributing to the school’s success, we conducted semi-structured interviews with stakeholders of outdoor learning: six students, three teachers, one teaching assistant, and the principal. Our interviews were thematically analyzed using a whole-school approach framework, and our findings indicate that outdoor learning is embedded in the school’s identity. The regularity of outdoor learning for all students, with support from the school’s leadership and committed teachers, ensures predictability and continuity. Students and staff are broadly positive about outdoor learning and report that it strengthens student–teacher relationships. Outdoor learning is understood as interdisciplinary, and the practice enhances both academic learning and environmental awareness. Nevertheless, we identified limited opportunities and a weak culture for sharing outdoor learning practices among teachers. The school therefore aims to develop a progression plan for outdoor learning and to facilitate greater sharing to strengthen the professional community and improve coherence. This case study contributes to the literature by specifying organizational and contextual conditions for successful implementation and by highlighting the need to align outdoor and indoor teaching. Sustained outdoor learning requires holistic support from everyone involved in the school community.