Search Results (220)

Inequalities in enrollment in STEM persist for those entering higher education as first-generation college students, underserved racial and ethnic groups, female and nonbinary individuals, and those from lower socioeconomic backgrounds. The current study aims to better understand the relationship students have with graduate school success factors by redistributing the Graduate Student Success Survey+ (GSSS+) at an R2 institution in the southeastern United States. Exploratory factor analysis was used to test the survey’s validity, with 242 participants. A 7-factor, 40-item model was developed, comprising the following subscales: mentor support, peer support, imposter phenomenon, financial support, microaggressions (related to race and gender), access and opportunity (for research, writing, and presentations), and resilience. Item analysis identified perceived barriers (e.g., microaggressions, imposter phenomenon, and financial stress) for underserved students (i.e., females, underserved racial and ethnic groups, and part-time students). Regression analysis on resilience revealed a positive relationship with mentor support, peer support, and financial support. A negative relationship with resilience was associated with a greater perception of imposter phenomenon. Findings from this study underscore the need for additional support from mentors and other university entities to foster a stronger sense of resilience in students, along with increased opportunities for participation in research, academic writing, and publication. Full article

This study investigates how a rural Hispanic-Serving Institution (HSI) in New Mexico created and maintained a humanizing STEM educational environment amidst repeated and overlapping natural disasters between 2020 and 2024. Specifically, we explore the impacts of the COVID-19 pandemic, severe wildfires, water contamination, and a chemical leak on a STEM initiative known as SomosSTEM (“We are STEM”), a five-year, NSF-funded program at New Mexico Highlands University (NMHU). SomosSTEM integrates culturally responsive, research-intensive educational experiences throughout the critical first two years of undergraduate life science programs. Through qualitative analysis of institutional practices and student experiences, we found that SomosSTEM exemplifies a humanizing educational approach defined by authentic care, commitment, and intentional relationship-building by faculty, staff, and administrators. Importantly, our findings underscore that humanizing education must be inherently place-based and attend to the inherent interconnectedness of educational environments with their physical and ecological contexts. This understanding promotes a more expansive and placed-based understanding of humanizing education and highlights the disproportionate effects of environmental crises on rural, resource-limited institutions serving marginalized communities. We emphasize the critical need for integrating environmental justice, STEM equity, and sustainability in higher education. Full article

This study analyzed the implementation of a problem-solving method based on Pólya’s proposal, complemented by accessible technological resources such as the Arduino board, sensors, and STEM educational cards, in engineering and nursing students from public universities in Peru. A quasi-experimental design with pre- and post-test was used, employing a quantitative approach and intentional non-probabilistic sampling. The participants were 98 first-year students who developed formative research projects contextualized to their local reality, using the visual programming environment mBlock. The results show significant development of research competencies in both majors, especially in the solution review phase, evidencing critical thinking and reflective evaluation. No significant differences were found between the majors regarding the use of educational technology, reinforcing its cross-disciplinary applicability. It is concluded that the combination of Pólya’s method and the use of accessible technologies strengthens active, reflective, and contextualized learning in higher education. Full article

Prompted by participation gaps in the tech industry, this study explores the relationship between recent college graduates’ college experiences and their perceptions of their tech work environments. Using survey data from 15 research universities across the U.S., the findings suggest that gender and racial/ethnic identity influence the likelihood of viewing the field of computing as inclusive. Participants who were computing majors or felt a strong sense of belonging within the computing community were more likely to view the computing career environment positively. Notably, positive predictors of perceptions of an inclusive tech work environment, including majoring in computing as an undergraduate and feeling connected within computing, directly related to early career professionals’ undergraduate experiences. This study’s implications are relevant to various higher education stakeholders, including STEM department leaders, career development staff, and student affairs staff focused on fostering a strong pipeline from computing undergraduate programs to computing careers. Full article

After the COVID-19 pandemic, online and blended learning (BL) have been very popular worldwide. They have become as important as face-to-face (F2F) learning. Previous meta-analyses examined the effects of BL and online learning (OL) compared to F2F learning. However, there is no meta-analytic evidence on the effects of BL vs. OL. Which is more effective: BL or OL? So, this study compares the impact of BL and OL based on 37 empirical articles (2000–2024) via meta-analysis. The results suggest that BL has a positive upper-medium effect on student learning outcomes (SMD = 0.611, p < 0.001), especially on cognitive outcomes (SMD = 0.698, p < 0.001) and affective outcomes (SMD = 0.533, p < 0.001). Moreover, moderator analysis finds that BL’s effects are better than OL (1) for a class size of 0~50 students (2) for K-12 and university students (3) within 3 months of intervention (4) on non-STEM subjects (5) with different teachers (6) with 30%~69% proportion of OL (7) using mixed interaction (8) with mixed and group learning (9) on Asian students. Moreover, the results provide valuable suggestions for educators and researchers to improve BL’s practices. Full article

Aluminum is the most used non–ferrous metal. It can be recycled saving several natural resources, but generates large amounts of residues with a complex composition—still containing a valuable amount of aluminum, although also including contaminant compounds. The laboratory-scale valorization of an industrial aluminum residue is here used as a powerful didactic resource in Inorganic and Analytical Chemistry and related fields such as Chemistry, Chemical Engineering, Environmental Engineering, Materials Engineering, and related university degrees, since concepts like acid-base properties (particularly amphoterism), redox reactions, speciation diagrams, or solubility–precipitation concepts are applied. The students are encouraged to look for information on the topic, to teamwork, and to elaborate a well-written laboratory report. At the same time, this laboratory work introduces them to advanced laboratory techniques and to incorporate concepts of Circular Economy and various Sustainable Development Goals, educating the students with respect to the environment. Although focused on University studies, this manuscript also contains excellent ideas for secondary teachers to motivate STEM vocations, particularly for Chemistry and Chemical and Environmental Engineering, and is also ideal for being included in the preparation of future Secondary School teachers. Full article

Generative artificial intelligence (GenAI) is reshaping science, technology, engineering, and mathematics (STEM) education by offering new strategies to address persistent challenges in equity, access, and instructional capacity—particularly within Hispanic-Serving Institutions (HSIs). This review documents a faculty-led, interdisciplinary initiative at the University of La Verne (ULV), an HSI in Southern California, to explore GenAI’s integration across biology, chemistry, mathematics, and physics. Adopting an exploratory qualitative design, this study synthesizes faculty-authored vignettes with peer-reviewed literature to examine how GenAI is being piloted as a scaffold for inclusive pedagogy. Across disciplines, faculty-reported benefits such as simplifying complex content, enhancing multilingual comprehension, and expanding access to early-stage research and technical writing. At the same time, limitations—including factual inaccuracies, algorithmic bias, and student over-reliance—underscore the importance of embedding critical AI literacy and ethical reflection into instruction. The findings highlight equity-driven strategies that position GenAI as a complement, not a substitute, for disciplinary expertise and culturally responsive pedagogy. By documenting diverse, practice-based applications, this review provides a flexible framework for integrating GenAI ethically and inclusively into undergraduate STEM instruction. The insights extend beyond HSIs, offering actionable pathways for other minority-serving and resource-constrained institutions. Full article

The growing demand for electronics engineers is one of the cornerstones of STEM education. Recent trends in education show an extension of the STEM principle into STEAM by mixing Arts with the traditional Science, Technology, Engineering, and Math disciplines. Especially in elementary education, this has beneficial effects by increasing the appeal of STEM disciplines. This STEAM principle is less studied in university settings, but it can be beneficial for engineering students as well. This paper presents a case study of extending an Embedded Systems Programming class to include GUI design elements. Employing graphical user interfaces in embedded devices has been an increasing trend in the last decade, and there is also demand for introducing it into courses concerning embedded systems and microcontrollers. Teaching engineering students about graphic design has two main benefits: it increases the appeal of the course and also leads to better understanding the interaction between the two worlds of Arts and Engineering. The survey results of students after finishing the course show a high satisfaction level. Full article

This study explored the Erasmus+ project ’H2OMap: Innovative Learning by Hydraulic Heritage Mapping’, integrating environmental awareness and cultural heritage into secondary education through interdisciplinary, ICT, and STEM-based approaches. Focused on water-related heritage in the Mediterranean, the study pursued three aims: integrate ICT-supported participatory mapping bridging history/geography subjects with digital innovation; identify learning benefits and implementation conditions; and generate transferable outputs and datasets for classroom reuse. Intellectual outputs include a methodological guide, an e-learning course, and an educational multiplatform comprising a mobile mapping app for in situ geocataloguing, an online database, and a geoportal with interactive StoryMaps. Evidence came from classroom testing across age groups, teacher feedback from the e-learning course, student mobilities in Spain, Italy, and Portugal, and platform usage records. More than 390 students and teachers participated, documenting over 100 hydraulic heritage elements. Additionally, dissemination through nine multiplier events and conferences reached over 550 external attendees. Findings show increased student engagement and ICT/GIS skills, clearer cross-curricular integration, and a replicable open workflow supported by structured coordination that strengthens school–university partnerships. Learner experience emphasised hands-on, place-based exploration and collaborative documentation of water heritage. Recommendations include using open geospatial standards, providing teacher training, and maintaining geoportals for classroom reuse. Full article

This research examines the impact of the project ‘Development of Science Experiential Education Programs and Science Experiential Centres’, implemented by the Mobilis Science Center in Győr between 2017 and 2021. The professional and societal relevance of the program and research lies in the growing importance of STEM disciplines and careers worldwide in recent decades, ensuring a long-term supply of skilled workers. A vital tool for this is the development of curricula that meet the needs of the 21st century, as well as the innovation of teaching methods in science subjects. The research involves a review of the literature on experiential science teaching and subject attitudes, the role of science centers, and relevant project documents. The present research, involving 592 students, focused on attitudes toward technology and science, openness to STEM careers, and the experiences and memories of participants in the student lab theme days. The results of the statistical data analyses confirm the effectiveness of the experiential education methods used in the theme day sessions, as the students’ openness to STEM careers is higher for those who participated in the sessions compared to the non-participants. There are significant differences in the attitudes of girls and boys participating in the program toward science subjects. The results suggest that the success in stimulating interest in science was mainly due to the experiential nature of the sessions. Moreover, the research found that the project led to the strengthening of the participants’ personal and social skills. This study is the first to look at the impact of the project. The results shed light on how teaching STEM subjects using experiential pedagogical methods can contribute to the long-term effectiveness of Széchenyi István University’s enrollment efforts and lead to the economic success of companies in a region facing a significant labor shortage in STEM careers. Full article

This study aims to explore the effectiveness of a problem-solving method, grounded in Pólya’s methodological proposal and complemented by a STEM electronic educational kit, in strengthening the research competences of newly admitted nursing students at a public university in Peru. The research followed a quantitative approach using a quasi-experimental design with pre- and post-test measurements applied to a group of students who addressed real community health issues in their local context. The intervention was structured into four phases: understanding the problem, planning activities, execution, and reviewing the solution. The results showed significant improvements across all phases, particularly in problem analysis, autonomous planning, technological application, and critical thinking. The Wilcoxon test yielded p-values < 0.05 in all evaluated dimensions, allowing the rejection of the null hypothesis and confirming the effectiveness of the intervention. It is concluded that the problem-solving method, when integrated with relevant technological tools, is an effective strategy to promote formative research in vulnerable educational contexts. Moreover, it aligns with the Sustainable Development Goals—specifically SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities)—by fostering inclusive, equitable, and contextually relevant education through socially and technologically meaningful innovation. Full article

The aim of this work was to construct explicit expressions for the summation of Dirichlet Beta functions with odd arguments and Zeta functions with even arguments. In the established literature, this is typically done using Fourier series expansions or Bernoulli numbers and polynomials. Here, instead, we achieve our goal by employing tools from probability: specifically, we introduce a generalisation of a technique based on multiple integrals and the algebra of random variables. This also allows us to increase the number of nested integrals and Cauchy random variables involved. Another key contribution is that, by generalising the exponent of Cauchy random variables, we obtain an original proof of the reflection formulae for the Digamma and Trigamma functions. These probabilistic proofs crucially utilise the Mellin transform to compute the integrals needed to determine probability density functions. It is noteworthy that, while understanding the presented topic requires knowledge of the rules for calculating multiple integrals (Fubini’s Theorem) and the algebra of continuous random variables, these are concepts commonly acquired by second-year university students in STEM disciplines. Our study thus offers new perspectives on how the mathematical functions considered relate and shows the significant role of probabilistic methods in promoting comprehension of this research area, in a way accessible to a broad and non-specialist audience. Full article

This study used the Q methodology to examine how Korean science, technology, engineering, and mathematics (STEM) students perceive the experience of reading classical texts and how such experiences relate to their overall well-being. We developed 31 statements for the Q-sorting process and collected data from 39 undergraduate students majoring in science, technology, engineering, and mathematics (STEM). The analysis identified three distinct perception types: type 1—exploratory type, which broadens thinking through diverse perspectives, type 2—experience type, which shares achievement and enjoyment through reading together, and type 3—insight type, which seeks universal values and truth. These findings suggest that, for science and engineering students, reading classics offers a multidimensional experience—encompassing intellectual expansion, relational engagement, and philosophical reflection—beyond conventional academic activities. In particular, the therapeutic dimension of reading, as discussed in bibliotherapy, has emerged as a mechanism that supports self-reflection and emotional resilience. Although each type approached classical reading differently, the participants demonstrated varied perceptions that reflect dimensions of well-being, such as emotional awareness, relational connection, and self-reflection, as expressed through the Q-sorting of pre-defined statements. Based on these results, this study concludes that classical reading can function as a significant mechanism for promoting well-being, offering new directions and practical implications for classical reading education. Full article

In alignment with global educational trends, Australia has adopted a pluralistic approach to initial teacher education (ITE), encompassing traditional university-based programs, employment-integrated models and vocational training routes. This diversification of pathways has emerged as a strategic response to persistent workforce challenges, including chronic shortages, uneven distribution of qualified educators, and limited demographic diversity within the profession. Rather than supplanting conventional ITE models, these alternative pathways serve as complementary options, broadening access and enhancing system responsiveness to evolving societal and educational needs. The rise in non-traditional routes represents a deliberate response to the well-documented global teacher shortage, frequently examined in comparative educational research. Central to their design is a restructuring of traditional program elements, particularly duration and delivery methods, to facilitate more flexible and context-sensitive forms of teacher preparation. Such approaches often create opportunities for individuals who may be excluded from conventional pathways due to socioeconomic constraints, geographic isolation, or non-linear career trajectories. Significantly, the diversity introduced by alternative entry candidates has the potential to enrich school learning environments. These educators often bring a wide range of prior experiences, disciplinary knowledge, and cultural perspectives, contributing to more inclusive and representative teaching practices. The implications for student learning are substantial, particularly in disadvantaged communities where culturally and professionally diverse teachers may enhance engagement and academic outcomes. From a policy perspective, the development of flexible, multifaceted teacher education pathways constitutes a critical component of a sustainable workforce strategy. As demand for qualified teachers intensifies, especially in STEM disciplines and in rural, regional and remote areas, the role of alternative pathways is likely to become increasingly pivotal in achieving broader goals of equity, quality and innovation in teacher preparation. Full article

This study investigates the implementation and impact of the Guided Personalised Learning (GPL) model, a structured pedagogical framework designed to operationalise personalised and student-centred learning in STEM higher education. The GPL model integrates three interconnected components: a three-dimensional knowledge and skill grid, Interactive Learning Progress Assessments (ILPA), and an adaptive learning resource pool. These components were embedded into two undergraduate engineering modules, Network Engineering and Software Engineering, at a UK university. A mixed-method evaluation, centred on student attainment data across two academic years, revealed statistically significant improvements among students who engaged with GPL, particularly those who completed ILPA activities. Participation was associated with higher mean grades, increased proportions of high achievers, and reduced failure rates. These findings demonstrate the GPL model’s effectiveness in supporting learner autonomy, formative assessment, and targeted feedback, while offering a scalable strategy for integrating personalised learning into mainstream STEM curricula. Full article