Using the Hungarian Higher Education Enrollment and Student Statistics, we address the major higher educational challenges facing STEM education, not only in Hungary but also in the European Union. We include the lack of methodologies for a transition to upper secondary education, the low enrollment rate for STEM programs and the high drop-out rates in these programs for various countries, including the presence of 'fall objects'. Based on enrollment numbers, we capture the characteristics of STEM undergraduate and graduate courses and training institutions, highlighting the regional differences and the resulting individual interventions.
Examining the statistical evidence behind STEM training, we conclude that Hungarian applicants for higher education do not have sufficient information concerning possible STEM career paths. The Labor market needs are not sufficiently reflected in curriculums and the development of basic competencies are not provided. The education is, therefore, typically, far from real-world workplace situations and problem-solving needs.
This study points to a need to reinterpret STEM training, to ensure future supply, through training and career guidance, highlighting a more active involvement of women and disadvantaged groups in STEM courses.
In education, learning and teaching supported by information and communication technology tools are increasingly coming to the fore. In order to implement digital education, it is essential to develop teachers' digital skills, especially in terms of tool use and content development. During the period of school closures during the pandemic and the transition to online education, the digital preparedness of education participants became increasingly emphasized. Online education has created many difficulties for teachers, students and parents. After overcoming the initial technical problems, the methodological renewal of education became a key issue. Our research examined online education during the COVID-19 period, its positives, negatives, methodological aspects, and the impact of online education on classroom education. The research results can be used, among other things, in teacher training and further teacher training, as they draw attention to the specifics of digital/online education, as well as the necessity and possibilities of developing digital skills.
Teachers in STEM (Science + Technology + Engineering + Mathematics = Science + Technology + Engineering + Mathematics) have a unique role in motivating and attracting their students' professions for which science, technology, engineering or mathematics degrees are required. However, STEM teachers do not acquire such interdisciplinary, interrelated in-depth knowledge sufficient for education during their training. Interdisciplinary STEM education requires teachers to have a good understanding and understanding of the concept of integrated STEM education (C. C. Johnson et al., 2020). In primary and secondary education, teachers in science and mathematics should be trained interdisciplinary in parallel with discipline-specific pedagogical studies. (Holik - Sanda, 2021).
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