Education Sciences

This study examines how business school students with no programming background develop technical literacy through a newly introduced Digital Innovation course. Addressing a gap in non-STEM education research—where little is known about how social science students experience technical literacy interventions—we draw on qualitative data from group exam reflections (n = 14) and mid-semester survey responses (n = 7). Using an inductive thematic analysis, the study investigates how students perceived, navigated, and made sense of foundational coding activities. Four themes emerged: (1) Perceived value of coding and technical literacy, (2) Hidden gaps in foundational technical literacy, (3) AI as a cognitive and pedagogical scaffold and (4) Emerging technical competence and identity formation. Framed within theories of digital literacy and constructivist learning, the findings show how limited, scaffolded exposure to web development can shift students from digital consumption toward novice digital production. The study contributes empirical insight into how coding can be meaningfully embedded within business school curricula and offers pedagogical recommendations for designing accessible technical literacy interventions.

Informal STEM education programs (ISEs) can be a successful vehicle for addressing the underrepresentation of girls in STEM by expanding their views of what constitutes science and debunking stereotypes related to who succeeds in STEM careers. Research has demonstrated how in-person ISEs provide opportunities for girls to engage in hands-on, authentic science experiences, interact with diverse women role models, and understand the real-world application of STEM to improve their STEM identity development (i.e., STEM competence, performance, self and external recognition, and sense of belonging within STEM). But few studies have focused on STEM identity development in online spaces. Our study addresses this gap through a mixed methods study that investigates how an online program (Brite), held in 2023, influenced the STEM identities of the participating girls. Our results highlight the aspects of the online program that improved the STEM identity for participants as well as lessons learned for future programs. The influential programmatic pieces were role model interactions and the supportive Brite community that included program educators, the other girls, and the Brite facilitators, which helped girls feel inspired and motivated to continue along their STEM identity trajectories.

Self-determination and self-advocacy are critical components of quality of life, and the instruction of these skills continues to emerge as an important outcome for Disabled people, specifically people with intellectual disability (ID). The purpose of this scoping review examined the perspectives of adults with ID and the experienced barriers when self-advocating, making choices, and goal setting. This scoping review searched multiple databases for empirical research, which collected the perspective of people with intellectual disability and what they identified as barriers to self-advocacy. Results included 30 articles with an international perspective available within the English language. The authors utilized Bronfenbrenner’s process–person–context–time (PPCT) model to identify how these barriers are experienced in various relationships and environments and throughout time. The barriers identified fell into the various aspects of the PPCT model. Understanding these barriers provides insights into ways to begin to dismantle them, and this review details recommendations for research, policy, and practices.