The influence of UAE schools initiatives on high-school students’ STEM career aspirations

Abstract

Students’ science, technology, engineering, and mathematics (STEM) career aspirations are influenced by the cultural, cognitive, and contextual factors that affect their self-efficacy, outcomes, expectation, motivation, interests, and choices (Lent et al., 1994). This study investigates the influence of the United Arab Emirates (UAE) schools on high school students’ STEM career aspirations. UAE schools are considered the cultural factor, where many new initiatives and policies take place, such as the science, technology, and innovation policy and new high school equivalency policy. In this study, the students’ STEM career aspirations involved the cognitive factor and the contextual factor. The participants were high school students (n<sub>1</sub>=330) and teachers (n<sub>2</sub>=10) from different schools across UAE. A concurrent mixed-methods approach used quantitative data (online survey) and qualitative analysis (semi-structured interviews). The results reveal new initiatives in schools have a strong positive impact on students’ STEM career aspirations. However, some gaps occurred where recommendations were made.

Sustainable Development Goals from Theory to Practice Using Spatial Data Infrastructure: A Case Study of UAEU Undergraduate Students

“…The UAE government has recognized the importance of promoting sustainable development and has implemented several initiatives to increase awareness and knowledge of the SDGs among university students [34]. This assertion is consistent with reference [22] findings, which highlight the UAE government's role in integrating the SDGs into higher education curricula. In [23], the authors presented an analysis of the sustainable development goals in the Arab region with particular emphasis on the example of the UAE, and analyzed projects and their implementation, including Vision 2021, the Green Economy initiative, National Innovation Strategy, the Energy 2050 Strategy, initiatives for tolerance and world peace, humanitarian aid, or activities related to the fight against climate change.…”

“…When referring to "competence" in the context of higher education, it is the integration of information, abilities, and attitudes that may be used in a particular situation [22]. This is consistent with the definition offered by [23], who defined competence as the fusion of real-world experience and academic understanding that enables an individual to complete a given task successfully.…”