Organized Out-of-School STEM Education

Topic Information

Dear Colleagues,

This Topic offers a forum for researchers investigating organized out-of-school STEM education for K-12 students. Examples of organized out-of-school education initiatives include after-school programs; workshops and field trips; visits to science museums, science centers, and planetariums; competitions and fairs; and online courses and programs. They are typically designed to enhance students’ learning experiences and interest in STEM through hands-on, interactive, and experiential learning. However, we are open to broad definitions of out-of-school STEM education and various pedagogical foci. We welcome research, particularly – but not exclusively – in the following areas:

1. Effectiveness and impact
• How does participation in organized out-of-school STEM education affect students’ interest, achievement, and other outcomes?
• Can long-term effects (e.g., on participants’ course and occupational choices or career paths) be observed?
2. Participation
• What factors affect students’ access to and participation in organized out-of-school STEM education?
• Are there differences in participation in organized out-of-school STEM education, e.g., regarding gender, ethnicity, disabled people, or socioeconomic status, and why is this the case?
3. Educational concepts and didactics
• What features of organized out-of-school STEM offerings most effectively promote student interest and skills?
• How do different teaching methods and strategies in organized out-of-school STEM education affect student learning and motivation?
4. Cooperation
• How do collaborations with institutions (schools, universities, businesses, non-profit organizations) affect the quality and reach of organized out-of-school STEM education initiatives?
• What role does informal (parents, peers, neighborhood, etc.) out-of-school support play in organized out-of-school STEM education?
5. Technology
• What roles do digital technologies and online platforms play in providing organized out-of-school STEM education?
• How can new technologies and innovative approaches improve organized out-of-school STEM offerings and make them more accessible?
6. Evaluation
• What are the best methods and tools for evaluating the effectiveness of organized out-of-school STEM education?
• How can the effectiveness and impact of organized out-of-school STEM education be measured and documented in the long term?

We hope to receive qualitative, quantitative, and mixed-method studies from researchers working in disciplines such as education, sociology, or psychology. Based on their findings, we would like them to provide practical implications and recommendations for designing organized out-of-school STEM offerings. Though theoretical papers, particularly review papers, are welcome, purely descriptive papers will not be accepted.

Prof. Dr. Heidrun Stoeger
Prof. Dr. Martin Storksdieck
Prof. Dr. Albert Ziegler
Topic Editors

Keywords

Participating Journals

Journal Name	Impact Factor	CiteScore	Launched Year	First Decision (median)	APC
Adolescents adolescents	0.8	1.8	2021	32 Days	CHF 1200	Submit
Education Sciences education	2.6	5.5	2011	29.2 Days	CHF 1800	Submit
Encyclopedia encyclopedia	-	-	2021	26.9 Days	CHF 1000	Submit
Social Sciences socsci	1.7	3.1	2012	34.5 Days	CHF 1800	Submit
Societies societies	1.6	3.0	2011	34.4 Days	CHF 1400	Submit

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Published Papers (5 papers)

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27 pages, 978 KB  

Open AccessArticle

From “Showing Up” to “Taking the Mic”: A Developmental Approach to Measuring and Improving Family Engagement in STEM

by Patricia J. Allen and Gil G. Noam

Educ. Sci. 2025, 15(12), 1669; https://doi.org/10.3390/educsci15121669 - 11 Dec 2025

Viewed by 122

Abstract

Out-of-school time (OST) STEM programs are well-positioned to strengthen family engagement, yet practical, theory-aligned tools remain limited. This early-stage mixed-methods study tests parent/caregiver (P/C) and staff (S) surveys based on Clover for Families developmental theory expressed through the CARE framework: Connect (welcoming climate, [...] Read more.

Out-of-school time (OST) STEM programs are well-positioned to strengthen family engagement, yet practical, theory-aligned tools remain limited. This early-stage mixed-methods study tests parent/caregiver (P/C) and staff (S) surveys based on Clover for Families developmental theory expressed through the CARE framework: Connect (welcoming climate, clear communication), Act (hands-on participation, at-home supports), Reflect (shared meaning-making, feedback), and Empower (family voice, decision-making). Nine OST STEM programs (eight U.S. states) co-designed/piloted CARE plans, activities, and surveys over six months. Quantitative data included baseline experiences (CARE practice frequency; n = 67 P/C, 42 S across nine programs), program-end reflection (retrospective perceptions of change; n = 26 P/C, 29 S), and forced-ranking (most/least important domains; n = 67 P/C, 42 S). Qualitative data from meetings, open responses, and interviews were analyzed to contextualize quantitative findings, which included strong internal consistency (P/C α = 0.83–0.95; S α = 0.77–0.95) and large retrospective gains in both groups across domains. Forced-ranking elevated Connect and Act over Reflect and Empower, highlighting a need to scaffold family involvement. Staff described CARE as useful and actionable. Findings show that CARE supports measurement and continuous improvement of STEM family engagement. Future work should test large-sample validity, link results to observed practice and youth outcomes, and refine Empowerment-related items for everyday agency. Full article

(This article belongs to the Topic Organized Out-of-School STEM Education)

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24 pages, 696 KB  

Open AccessReview

Mapping Collaborations in STEM Education: A Scoping Review and Typology of In-School–Out-of-School Partnerships

by Albert Ziegler, Maryam Shiani, Diana Wengler and Heidrun Stoeger

Educ. Sci. 2025, 15(11), 1513; https://doi.org/10.3390/educsci15111513 - 10 Nov 2025

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Abstract

In-school–out-of-school collaborations are increasingly recognized as a key mechanism for enriching STEM education. Guided by conceptual frameworks on boundary crossing and STEM learning ecologies, this scoping review maps and synthesizes findings from 470 studies and 469 programs published between 2014 and 2024, focusing [...] Read more.

In-school–out-of-school collaborations are increasingly recognized as a key mechanism for enriching STEM education. Guided by conceptual frameworks on boundary crossing and STEM learning ecologies, this scoping review maps and synthesizes findings from 470 studies and 469 programs published between 2014 and 2024, focusing on how such partnerships are reported, structured, and distributed across educational contexts. Approximately 73% of the programs reported some form of collaboration, although often in general terms. The most common forms included shared infrastructure, recruitment coordination, and personnel involvement. More pedagogically grounded forms, such as curricular alignment and co-development of instruction, were rarely described. Collaboration patterns varied across program types, durations, subject areas, and participant target groups. A typology of seven collaboration categories was developed to organize the findings. Notable gaps include the near-total absence of collaboration in medicine-related programs and the underrepresentation of research from low- and middle-income countries. Although collaboration is frequently mentioned, it is seldom described in enough detail to support systematic analysis or theoretical insight. The review recommends more precise definitions, stronger reporting practices, and enhanced theoretical engagement with collaboration as a pedagogical and systemic component of STEM education. The proposed typology provides a foundation for more coherent future research and comparative studies. Full article

(This article belongs to the Topic Organized Out-of-School STEM Education)

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13 pages, 271 KB  

Open AccessArticle

Gamifying Renewable Energy: Enhancing Pre-University Students’ Knowledge and Attitudes Toward Science and Technology

by Iciar Pablo-Lerchundi, Susana Sastre-Merino, Jose Miguel Riquelme-Dominguez, Kumar Mahtani and Hugo Mendonça

Educ. Sci. 2025, 15(11), 1500; https://doi.org/10.3390/educsci15111500 - 6 Nov 2025

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Abstract

Science and Technology (S&T) education is fundamental for advancing sustainability and preparing new generations to face global challenges. However, there is growing concern about the decline in interest and positive attitudes of pre-university students towards S&T and STEM fields, which affects the future [...] Read more.

Science and Technology (S&T) education is fundamental for advancing sustainability and preparing new generations to face global challenges. However, there is growing concern about the decline in interest and positive attitudes of pre-university students towards S&T and STEM fields, which affects the future workforce and the ability to address complex problems such as energy transition. Research highlights the importance of early interventions and innovative teaching methods to sustain motivation and foster positive attitudes towards S&T and STEM fields. Among these, gamified learning strategies, such as escape rooms, have emerged as promising tools for making S&T education more engaging and accessible. This study investigates whether such approaches can enhance knowledge in renewable energy and attitudes towards S&T in pre-university students. A total of 101 secondary education students participated in a gamified escape room on renewable energy, followed by pre- and post-intervention surveys assessing knowledge and attitudes towards S&T. Responses from 96 students were analyzed using non-parametric statistical tests. The activity improved students’ knowledge of renewable energy but did not lead to measurable changes in their attitudes towards S&T, suggesting that one-time interventions may raise awareness but are insufficient to shift perceptions; therefore, sustained and immersive educational strategies are needed to foster lasting engagement with STEM fields. Full article

(This article belongs to the Topic Organized Out-of-School STEM Education)

21 pages, 320 KB  

Open AccessArticle

The Impact of a Science Center Student Lab Project on Subject Attitudes Toward STEM Subjects and Career Choices in STEM Fields

by Anikó Makkos, Boglárka Boldizsár, Szabolcs Rákosi and Zoltán Csizmadia

Educ. Sci. 2025, 15(9), 1086; https://doi.org/10.3390/educsci15091086 - 22 Aug 2025

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Abstract

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 [...] Read more.

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 article belongs to the Topic Organized Out-of-School STEM Education)

20 pages, 757 KB  

Open AccessArticle

STEM “On-the-Job”: The Role of Summer Youth Employment Programs in the STEM Learning Ecosystem

by Thomas Akiva, Lori Delale-O’Connor and Emily Thurston

Educ. Sci. 2025, 15(8), 1061; https://doi.org/10.3390/educsci15081061 - 19 Aug 2025

Viewed by 1084

Abstract

Summer Youth Employment Programs (SYEPs) operate in most major U.S. cities and are known to build social–emotional and job skills in youth while reducing crime. Integrating STEM learning and summer employment offers a promising way to increase youth engagement in STEM—and allow leaders [...] Read more.

Summer Youth Employment Programs (SYEPs) operate in most major U.S. cities and are known to build social–emotional and job skills in youth while reducing crime. Integrating STEM learning and summer employment offers a promising way to increase youth engagement in STEM—and allow leaders to access funding not typically used for education. Using a connected learning framework, we examined how STEM-focused SYEPs support STEM pathways, the practices they implement, and their connections with schools. Our study explored 10 diverse STEM programs (e.g., robotics, renewable energy, coding) within a citywide employment initiative in summer 2015. Through 22 staff interviews and focus groups with 59 youth, we found that these programs provided meaningful and engaging STEM experiences. They combined interest-driven exploration with hands-on, real-world learning in supportive environments. Many included mentors from groups underrepresented in STEM fields. While collaboration with schools was generally limited to recruitment and shared facilities, opportunities for deeper partnerships were evident. Our findings led to a list of ten promising practices for STEM-focused SYEPs. This study underscores the importance of lifelong, lifewide, and connected approaches to STEM learning through summer employment initiatives. Full article

(This article belongs to the Topic Organized Out-of-School STEM Education)

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