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To fulfil its third mission and equip students with the appropriate competencies to address complex societal issues, Vrije Universiteit Amsterdam (VU) offers un...

This report examines how science, technology, engineering and mathematics (STEM) education is promoted across European school systems and identifies key challenges, policy responses, good practice examples and opportunities for systemic improvement. Drawing on extensive desk research, 265 stakeholder interviews, thematic focus groups, analysis of Erasmus+ and other EU actions, and comparative analysis across all EU Member States alongside selected non-EU countries, the study provides a comprehensive overview of national- and EU-level STEM education policies and practices. The findings reveal persistent structural challenges, including fragmented governance, teacher shortages, rigid curricula, unequal access to infrastructure, limited use of non-formal learning, and weak monitoring and evaluation frameworks. At the same time, the report identifies promising approaches emerging across Europe, such as integrated national STEM strategies, interdisciplinary and inquiry-based pedagogies, strengthened teacher professional development, targeted infrastructure investment and expanded partnerships with industry, research institutions and civil society. The report highlights the growing role of EU programmes and initiatives – particularly Erasmus+, Horizon Europe and the Recovery and Resilience Facility – in supporting national STEM reforms, while underlining the need for greater coherence, sustainability and evidence-informed policy design. It concludes with targeted recommendations for policymakers, educators and stakeholders to advance inclusive, high-quality and future-oriented STEM education across Europe.

This compact, accessible guide supports students in developing and applying the skills and knowledge needed to maximize any community-engaged learning experience.In this new edition, Donahue and Plaxton-Moore unpack the concept and practice of reciprocity, address student anxiety and well-being, and integrate more student and community partner voices. Students will discover through a process of reflection how service connects to personal growth and course content, enhances their ability to engage with diverse perspectives, and fosters essential life skills, all while working alongside communities to address systemic injustice. A standout feature of this book is the inclusion of embedded QR codes, offering instant access to online resources and videos that allow students to go deeper with the content and engage in authentic meaning-making and competency building.Perfect for service-learning, co-curricular service, or volunteer programs, this easy-to-read companion is an invaluable tool for enriching any student’s community-engaged learning journey.

This compact, accessible guide supports students in developing and applying the skills and knowledge needed to maximize any community-engaged learning experience. In this new edition, Donahue and Plaxton-Moore unpack the concept and practice of reciprocity, address student anxiety and well-being, and integrate more student and community partner voices. Students will discover through a process of reflection how service connects to personal growth and course content, enhances their ability to enga

Discover how science capital offers us a lens for understanding what influences our visitors’ attitudes towards science.

De STEM-monitor van het Departement Onderwijs en Vorming (DOV) volgt de onderwijsindicatoren op van de STEM-agenda 2030. De STEM-monitor geeft inzicht in de evoluties van relevante indicatoren, zoals de instroom, uitstroom en doorstroom van leerlingen in het secundair onderwijs, cursisten in het…

This article presents the findings of a systematic review that considers research conducted on science capital. Science capital includes what an individual knows about science, what they think abou...

Students’ learning experiences are typically confined to structured classroom environments, although out-of-school learning offers opportunities to extend and enrich academic development. Despite growing interest in this field, no prior meta-analysis has systematically examined how different out-of-school settings influence student achievement across disciplines and educational levels. This study addresses that gap through a meta-analysis of 42 peer-reviewed studies comprising 54 effect sizes following PRISMA guidelines. Overall, out-of-school learning had a statistically significant, medium-to-large effect (g¯ = 0.529). Moderator analyses indicated that the effectiveness of out-of-school learning varied by educational level, disciplinary focus, geographical context, and study design, with stronger effects generally observed in elementary education, and science and social sciences. These findings highlight the context-dependent nature of out-of-school learning and underscore the importance of instructional alignment and implementation quality. The results also confirmed the lack of consistency in planning and assessing the outcomes of out-of-school learning. Investigating variations across disciplines and the decline among school levels would be beneficial for future studies.

This meta-analysis explores the impact of informal science education experiences (such as after-school programs, enrichment activities, etc.) on students' attitudes towards, and interest in, STEM disciplines (Science, Technology, Engineering, and Mathematics). The research addresses two primary questions: (1) What is the overall effect size of informal science learning experiences on students' attitudes towards and interest in STEM? (2) How do various moderating factors (e.g., types of informal learning experience, student grade level, academic subjects, etc.) impact student attitudes and interests in STEM? The studies included in this analysis were conducted within the United States in K-12 educational settings, over a span of thirty years (1992–2022). The findings indicate a positive association between informal science education programs and student interest in STEM. Moreover, the variability in these effects is contingent upon several moderating factors, including the nature of the informal science program, student grade level, STEM subjects, publication type, and publication year. Summarized effects of informal science education on STEM interest are delineated, and the implications for research, pedagogy, and practice are discussed.

We report on a quasi-experimental, 7-year longitudinal study of participants in an out-of-school STEM program at a large, urban science museum. The pr…

The creation of a large and diverse STEM workforce is a national imperative in the U.S. Despite significant efforts to improve equitable STEM educational and hiring practices, disparate employment in STEM fields across racial and ethnic demographics persists. Educational researchers and practitioners have increasingly focused on out-of-school time STEM programs as a potential avenue for boosting high school students’ interest in pursuing STEM careers. However, many studies on the efficacy of such programs rely on data from single programs with small sample sizes. The present work uses our nationally representative sample of 14,176 U.S. college students to investigate the relationship between out-of-school time STEM program attendance and students’ reported STEM career interests. Our analysis shows that students who, during their high school years, attended an out-of-school time STEM program designed specifically for underrepresented minority students had 2.4 times the odds of reporting an interest in a STEM career at the end of high school, compared to those who did not attend any out-of-school time STEM program (p0.001). By contrast, students who attended a general population STEM program (not specifically designed for underrepresented minority students) had only 1.3 times the odds of expressing an interest in a STEM career at the end of high school, compared to those who did not attend any out-of-school time STEM program (p0.001). Additionally, those who attended an underrepresented minority STEM program had 1.9 times the odds of aspiring to a STEM career, compared to those who attended a general population program (p0.001). This is the first study to use nationally representative data to compare underrepresented minority focused and general out-of-school time STEM programs. Given these promising results, this work encourages further development and funding of out-of-school time STEM programs designed for underrepresented minorities to foster a diverse and equitable STEM workforce.

Although a growing number of young people are choosing to undertake non-compulsory education, there is concern that not enough are electing to study science, technology, engineering and mathematics subjects. Research has suggested that out-of-school science activities, research participation and a child’s family interest can increase both knowledge of and interest in science, resulting in a higher likelihood of studying a science, technology, engineering and mathematics subject at an advanced level. However, the majority of research to date has been conducted with secondary school-age students. This study investigated the impact of Summer Scientist Week, an annual out-of-school science engagement event for 4–11-year-olds and their families held at the University of Nottingham, UK. This event introduces primary school-age children to psychology-related research and activities about the mind and brain. Findings from interviews conducted with children and parents at the event, as well as survey data from previous attendees aged 14–17 years, indicated an increase in knowledge and interest in science that was maintained over several years, influencing choices in A-level subjects. This is the first study to demonstrate the positive impact of out-of-school science activities in primary school-age children, and its sustained influence on later academic choices in secondary school.

Through a series of projects dating back to 2015, the Science Hunters programme has delivered eight ‘Minecraft Clubs’ to engage children with Special Educational Needs, care-experienced children, and children in low socioeconomic status areas with science, technology, engineering, and maths. Science concepts are used as themes to build around, rather than the key focus of the activity, which is communal gameplay and having fun. Delivery has been developed through reflective practice, insights from which are drawn upon to extract key takeaways for engaging children with science outside of traditional settings through community-based activities and existing interests. These include drawing on the experiences of those with relevant backgrounds in design and delivery approaches, embedding STEM content rather than making it a primary feature of the activity, seeking and incorporating participants’ input, and having alternative approaches and resources available to facilitate accommodation of different needs and circumstances.

In this latest research, we look at why diversity, equity, and inclusion (DEI) matters more than ever before, and how it can drive holistic business impact.

Environmental and sustainability discourse is frequently dominated by narratives of disaster and loss. While such negatively charged messaging aims to prompt action, it can also lead to emotional disengagement and a sense of hopelessness. In contrast, recent research...

This open access book explores how science education supports critical judgment, and informed decision-making in sustainability contexts.

Many studies investigating inquiry learning in science domains have appeared over the years. Throughout this period, inquiry learning has been regular…

People are increasingly experiencing losses in their lifestyles, habits, and environments, not only due to unsustainability and climate change but also due to sustainability transitions (STs). Enco...

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Nee, onschuldig kan je Innocenti Report Card 20 van Unicef niet noemen. Het is ontnuchterende literatuur. Zelfs in 44 zeer welvarende landen gaapt er nog steeds een kansenkloof tussen kinderen op b…

Research has shown that early childhood science education is based on education and care, sometimes stressed as a dichotomy. The purpose of this study is to empirically investigate the relations be...

In this theoretical paper, we argue that ESE is caught between the existential dimension of its content and the instrumentalisation of the education system in which it operates. We argue that the t...

Whole Institution Approaches (WIAs) to sustainability in education emphasize the strong link between the socio-physical environment and the learning processes and outcomes. However, there has been a lack of instruments for quantifying the implementation of WIAs based on the experience of learners and educators. In this article, we present the systematic development, pretesting, validation and first application of a novel WIA-Scale (learners: 13 items, educators: 15 items). As part of a large-scale assessment in Germany (school education, vocational education and higher education; n = 2,985), we apply the WIA-Scale and assess how WIAs are related to the effectiveness of sustainability learning. Based on extensive validation, the scale quality was evaluated as high. The application showed that young people who experience more sustainability in line with the WIA feel strongly more motivated and empowered by their educational institution to contribute to sustainability. Also, regression modeling revealed that WIA implementation is the strongest of various predictors of how sustainable learners act beyond the educational institution. Further, educators who experience more sustainability in line with the WIA feel considerably more motivated and report more sustainable behavior. They also view Education for Sustainable Development (ESD) as more relevant and participate more frequently in training on ESD. For future use, we provide the WIA-Scale in its original version, a 7/8-item variant and a one-item proxy. The scale may be used as a process indicator for high-quality sustainability education and as part of organizational development. Overall, the study shows that experienced WIAs are measurable and highly effective for quality sustainability learning.

This multimedia article explores a Norwegian Continuing Professional Development (CPD) programme co-developing professional learning practices concerning a Whole School Approach (WSA) to sustainabi...

International educational initiatives increasingly emphasise the inclusion of the nature of science (NoS) in the science curriculum to develop essential scientific competencies, but it remains uncl...

Als ze denken aan klimaatverandering, ervaren veel jongeren gevoelens van bezorgdheid, schaamte of rouw, maar ook hoop. Docenten kunnen helpen daarmee om te gaan, stelt Michiel van Harskamp.