ResearchGate is a network dedicated to science and research. Connect, collaborate and discover scientific publications, jobs and conferences. All for free.

ResearchGate is a network dedicated to science and research. Connect, collaborate and discover scientific publications, jobs and conferences. All for free.

ResearchGate is a network dedicated to science and research. Connect, collaborate and discover scientific publications, jobs and conferences. All for free.

ResearchGate is a network dedicated to science and research. Connect, collaborate and discover scientific publications, jobs and conferences. All for free.

The OECD Programme for International Student Assessment (PISA) 2025 evaluates what students know and can do in science, reading, mathematics and computational problem-solving, assessing how effectively they can apply their knowledge to real-world challenges. The assessment also explores a range of broader competencies, attitudes and behaviours, including curiosity, perseverance and the use of artificial intelligence. PISA results provide valuable insights into the quality and equity of learning outcomes around the world, enabling educators and policymakers to learn from each other’s policies and practices. This volume is one of three that present the results of the ninth cycle of PISA. PISA 2025 Results (Volume I): Future-Ready Students focuses on students’ performance in the core learning domains, and explores students’ drive to learn, sense of agency and adaptability and attitudes towards school. It examines differences in learning outcomes by gender, socio-economic status and immigrant background. More than 760 000 students across 91 countries and economies participated in PISA 2025, making it the largest international comparative assessment of 15‑year‑olds worldwide.

The OECD Programme for International Student Assessment (PISA) 2025 evaluates what students know and can do in science, reading, mathematics and computational problem-solving, assessing how effectively they can apply their knowledge to real-world challenges. The assessment also explores a range of broader competencies, attitudes and behaviours, including curiosity, perseverance and the use of artificial intelligence. PISA results provide valuable insights into the quality and equity of learning outcomes around the world, enabling educators and policymakers to learn from each other’s policies and practices. This volume is one of three that present the results of the ninth cycle of PISA. PISA 2025 Results (Volume I): Future-Ready Students focuses on students’ performance in the core learning domains, and explores students’ drive to learn, sense of agency and adaptability and attitudes towards school. It examines differences in learning outcomes by gender, socio-economic status and immigrant background. More than 760 000 students across 91 countries and economies participated in PISA 2025, making it the largest international comparative assessment of 15‑year‑olds worldwide.

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ResearchGate is a network dedicated to science and research. Connect, collaborate and discover scientific publications, jobs and conferences. All for free.

School is not where most Americans learn most of their science

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While there are many different frameworks seeking to identify what benefits young people might derive from participation in informal STEM (Science, Technology, Engineering and Mathematics) learning (ISL), this paper argues that the sector would benefit from an approach that foregrounds equity and social justice outcomes. We propose a new model for reflecting on equitable youth outcomes from ISL that identifies five key areas: (1) Grounded fun; (2) STEM capital; (3) STEM trajectories; (4) STEM identity work; and (5) Agency+ . The model is applied to empirical data (interviews, observations and youth portfolios) collected over one year in four UK-based ISL settings with 33 young people (aged 11–14), largely from communities that are traditionally under-represented in STEM. Analysis considers the extent to which participating youth experienced equitable outcomes, or not, in relation to the five areas. The paper concludes with a discussion of implications for ISL and how the model might support ongoing efforts to reimagine ISL as vehicle for social justice.

This paper systematically reviews informal Design Thinking (DT) models in Science, Technology, Engineering, and Mathematics STEM education and performs a meta-analysis to assess their impact on students' creativity. Following Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines, data sources include eighteen peer-reviewed research papers from 11 countries, representing more than 1,600 students. The meta-analysis, using a random-effects model, assessed the effect size (ES) of informal DT in enhancing creativity in STEM education and revealed a significant improvement compared to traditional classroom education (d = 0.876, p  0.001). This study found that several moderator variables influenced the impact of informal DT on students’ creativity, including teaching methodology, assessment methods, subject area, student group size, course duration, and grade level. Moderator analysis revealed that the combination of direct and indirect assessment (d = 1.163, p = 0.010) and triangulation assessment methods (d = 1.009, p  0.001) had the highest effect size and significance. Student study sizes of 30 or more (d = 1.143, p  0.001) were most effective, and informal DT employed for the subject areas like STEM (d = 1.165, p  0.001) and science/math (d = 0.988, p  0.001) exhibited the greatest creativity improvements. However, the study location of the students was not a significant moderator. This study provides valuable insights into existing literature. It aids academicians in designing, developing, and implementing successful STEM-based informal DT models in STEM education, and aids educators in developing innovative approaches to enhance creativity.

While there is extensive evidence that STEM careers can be important pathways for augmenting social mobility and for increasing individual prestige, many youth perceive a STEM trajectory as an unattractive option. In the USA, women and members of historically marginalized racial and ethnic groups continue to be underrepresented across STEM disciplines. One vehicle for generating and sustaining interest in STEM is providing youth long-term access to informal science education (ISE) institutions. Here, we incorporate triangulation methods, collecting and synthesizing both qualitative and quantitative data, to examine how participation in a longitudinal ISE out-of-school time (OST) program facilitated by the American Museum of Natural History (AMNH) impacted the STEM trajectories of 66 alumni. Findings revealed that 83.2% of alumni engaged in a STEM major, and 63.1% in a STEM career, the majority whom were females and/or members of historically underrepresented racial and ethnic groups. Based on interviews with a purposeful sample of 21 AMNH alumni, we identified four program design principles that contributed to persistence in STEM: (1) affording multiple opportunities to become practitioners of science; (2) providing exposure to and repeated experiences with STEM professionals such as scientists, educators, and graduate students to build social networks; (3) furnishing opportunities for participants to develop shared science identities with like-minded individuals; and (4) offering exposure to and preparation for a variety of STEM majors and STEM careers so that youth can engage in discovering possible selves. These findings support our central thesis that long-term engagement in ISE OST programs fosters persistence in STEM.

Informal learning environments increase students’ interest in STEM (e.g., Mohr‐Schroeder et al. School Sci Math 114: 291–301, 2014) and increase the chances a student will pursue a STEM career (Kitchen et al. Sci Educ 102: 529–547, 2018). The ...

It has been found that participation in informal, year-long STEM programmes for primary school children encourages further STEM learning and motivates STEM career aspirations. To date, no previous ...

Humanities and Social Sciences Communications - Consequential insights for advancing informal STEM learning and outcomes for students from historically marginalized communities

Hoe je niet méér cake kunt krijgen met minder ingrediënten.

Society faces a number of problems with so many interdependent factors that they seem impossible to solve. To find solutions for these wicked problems the world needs the collaboration of creative problem solvers from different disciplines, people who ‘know what to do when they don’t know what to do’. Higher education has created an environment where these problem solvers come together: a living lab. Lab education takes place in a real-life context, where a number of problem solvers from various backgrounds research, develop, learn and innovate in collaboration with end-users of participants. Creativity, future skills, research, interdisciplinary learning, leadership, self-management, working and learning in team, assessment… All this and more is explored in this book, so that anyone can learn about ‘learning in a living lab’. Are you ready to step into this world where there are countless options? Come with us to learn about the transformative power of Living Labs, which are places where imagination and reality meet and where new ideas come to life. Welcome to the future!

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This paper examines the educative potential of disruptive existential experiences in climate change education (CCE) and introduces an analytical approach to studying this topic. Such experiences, o...

'Boekje te buiten: de kracht van ervaringsleren in en met de natuur'. Dat is de titel van de nieuwste publicatie van vijf Howest-collega’s.

ResearchGate is a network dedicated to science and research. Connect, collaborate and discover scientific publications, jobs and conferences. All for free.

According to the Australasian Society for Developmental Paediatrics, experiential learning and outdoor play contain elements of risk, bravery, uncertainty, exploration, personal challenge, and adventure. These attributes are fundamental to a child’s ...

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.