New Perspectives in Science Education

Promoting STEM subjects (Science, Technology, Engineering and Mathematics) in pre-university education is essential to prepare society to face the challenges of the 21st century and promote the sustainable and economic development of nations [1]. STEM education encourages critical thinking, problem-solving, and creativity, essential skills for training professionals in innovation, scientific research, and solving global issues such as climate change, renewable energy, and public health. Furthermore, contact with these subjects can motivate young people, especially women and underrepresented groups, to choose careers in these fields, which currently suffer from a shortage of skilled labour [2]. This study reports on the experience of a group of teachers from higher education institutions offering a wide range of engineering courses in Jaen (Spain) and Coimbra (Portugal), who shared their experiences within the framework of the Erasmus+ Programme.

Through this cooperation, a general analysis of engineering student groups was developed, considering factors such as gender, age and cultural diversity. Likewise, we investigate the motivation that led these students to choose courses related to STEM areas and how these motivations are linked to central aspects, such as innovation, social responsibility, and sustainability. This analysis also reflects on the importance of adapting pedagogical methods to encourage student engagement in global challenges and build a more sustainable future.