More resources, more research, more recognition – the wheels are turning to broaden and diversify the nation’s future STEM workforce. Education Matters put the spotlight on STEM careers in 2024.
Not-for-profit education technology company Education Services Australia (ESA) announced in August 2024 that it will receive a $2 million investment over five years to support the expansion of its Girls in STEM Toolkit, known as The GiST.
The company said that, as part of the 2024–25 Federal Budget, the Australian Government announced an investment of $38.2 million over eight years to support a growing, dynamic, skilled and diverse STEM workforce.
As a result of the Australian Government’s response to recommendations from the Diversity in STEM review, some existing STEM programs will receive additional funding – The GiST is one of them.
The additional funding is aimed at reaching and supporting more diverse cohorts including women and girls, First Nations peoples, culturally and linguistically diverse peoples and those from regional and rural areas.
ESA CEO Mr Andrew Smith says the company is proud to be a continued partner and contributor to the Diversity in STEM program.
“The expansion of the program will allow us to further support equity in education and continue to provide valuable, high-quality resources for students, parents and carers, and educators across Australia, supporting exploration of STEM careers,” he says.
He adds that the Girls in STEM Toolkit will be expanded to include diverse groups, and the additional investment will enable the program to continue provision of resources for students, parents and educators to encourage girls’ interest in STEM and STEM careers.
The program expansion will include identifying further opportunities to support STEM education and underrepresented cohorts as well as funding an evaluation of existing resources to identify lessons learned that can be incorporated into the school curriculum and in the classroom.
Boost creativity to build STEM careers
New research from the University of South Australia shows that creativity plays a key role in engaging students in science, technology, engineering, and maths (STEM), not only motivating them to continue their studies in STEM, but positively influencing STEM career choices beyond school.
The university described it as an important finding for educational design, particularly given STEM skill shortages driven by an underrepresentation of women in STEM, and the growth of artificial intelligence (AI) and automation. It said Australia continues to face a STEM crisis, with school students’ results in maths and science stagnating or declining compared to international counterparts, and less than 10 per cent of students studying higher level maths.
Nationally, women make up only 37 per cent of enrolments in university STEM courses, and only 15 per cent of STEM-qualified jobs are held by women, according to the university.
Working with an unusually sizable longitudinal dataset, researchers were able to track how students’ attitudes changed towards different subjects throughout high school, finding that their sense of being able to be creative was a significant factor influencing subject choice.
UniSA PhD student Ms Maria Vieira says integrating creativity across STEM subjects at school is a proactive move to encourage greater engagement, retention, and career pathways in STEM.
Although this approach benefits both female and male students, it can serve as an effective tool to address the persistent gender gap in these fields.
“As the world becomes more reliant on AI and automation, the importance of STEM is undeniable. Yet there remains a distinct gap between the education system and the skills being demanded by employers,” Ms Vieira says.
“Educating future generations in STEM is vital to help solve the problems of the future, but we need more students, and more diverse students, to study STEM throughout their school and university careers to meet future work demands.”
Ms Vieira says there is a need to nurture 21st century skills, uniquely human skills like creativity, that cannot be replaced by AI.
“This research combines both. By incorporating creativity into STEM subjects, we’re ensuring students can feel creative, which motivates and encourages them to continue with STEM and hopefully take up STEM career pathways,” she says.
However, with NSW ushering in a new school curriculum that focuses on direct instruction – learning essential knowledge with detailed and specific content – there is a risk that student motivation will drop, says co-researcher, Professor Simon Leonard.
“As AI takes over the mundane, we need education to become good at working with complex capabilities like creativity,” Professor Leonard says.
“Of course, direct instruction is necessary to build important skills, like numeracy and literacy, but it is not sufficient to prepare children to thrive in the world of tomorrow, and to make it a world worth thriving in.”
Humans like to be and to feel creative, he added.
“It motivates us to succeed. We need policy makers, school leaders and researchers to really open up to the idea that creativity is at the heart of motivating students, and it can make the difference in graduates choosing to study in a STEM field.”
The research was conducted by a team of UniSA researchers including PhD student Maria Vieira, Dr John Kennedy, Professor Simon Leonard, and Professor David Cropley.
Empowering future STEM leaders
Three science educators at Sydney girls’ school Loreto Normanhurst are inspiring the next generation of women in STEM.
As part of National Science Week (10-18 August 2024), science teachers Ms Emma Hughes, Ms Kate Nijhawan, and Ms Emma Pariser reflected on their teaching practices, the evolving interest in science among their students, and their commitment to increasing female participation in STEM fields.
Their innovative approaches, ranging from hands-on learning and real-world applications to personal mentorship, are not only fostering academic excellence but also empowering young girls to envision themselves as future leaders and innovators in science.
They’ve observed a growing enthusiasm for STEM careers among girls, and they’re committed to nurturing this interest through interactive lessons, practical skills development, and connections to real-world challenges.
By incorporating diverse career paths and real-world examples into her teaching, Ms Emma Hughes strives to break down barriers and expand opportunities for girls.
“I find activities where students are active learners are the most impactful,” she says.
Her teaching approach, inspired by the Chinese proverb, ‘I hear and I forget. I see and I remember. I do and I understand,’ aims to make science engaging and tangible.
Ms Hughes emphasises the importance of hands-on activities and real-world applications in making science more accessible and inspiring for her students. Her colleague at Loreto Normanhurst, Ms Kate Nijhawan, highlights the impact of connecting classroom learning with the world outside.
“Students benefit most when they connect classroom learning with the world around them,” Ms Nijhawan says.
She has witnessed an evolution in the science curriculum over her 15-year career, noting increased interest in diverse subjects like environmental science and a greater focus on sustainability.
Ms Nijhawan’s classroom experiences, including engaging lessons such as an eyeball dissection, foster a deeper understanding and appreciation of science. She believes that practical, hands-on activities not only make science more engaging but also prepare students for future roles in STEM.
Ms Emma Pariser emphasises the importance of developing practical skills through Depth Studies.
“Our focus on Depth Studies across year groups provides opportunities for independent research, problem-solving, and teamwork,” Ms Pariser says.
Her passion for science is driven by a desire to see more women leading in the field and to prepare students for meaningful careers.
Ms Pariser’s most memorable achievement is seeing over half of her students in one senior class pursue Biology-related degrees.
“This achievement far outweighs any HSC results or ATAR ranks,” she says, underscoring the lasting impact of her teaching on her students’ futures.
Loreto Normanhurst is an independent Catholic, day and boarding school for girls in Years 5 – 12 in Sydney, NSW.
Celebrating stars of STEM
Boonah State High School in Queensland has been recognised as an outstanding school for STEM education.
In September 2024, Queensland Minister for Education Di Farmer announced the 28 winners of the 21st Peter Doherty Awards for Excellence in science, technology, engineering and mathematics (STEM) education.
The awards are named after Professor Peter Doherty, a Brisbane-born Nobel Prize-winning scientist who was educated at Indooroopilly State High School and the University of Queensland.
In 2024, 19 students, six teachers, one school support officer, one school and one partnership organisation were chosen as award winners from a field of 98 nominations.
Since 2004, 543 individuals, schools and organisations have received a Peter Doherty Award, including 267 students, 171 teachers, 35 support officers, 36 schools, and 24 education partnerships.
The Outstanding Teacher of STEM Award was presented to:
- Andreea Ryalls – Stretton State College
- Charlotte Stewart – Trinity Bay State High School
- Grant Grierson – Marymount College (Burleigh Waters)
- Kirsten Hogg – Queensland Academy for Science Mathematics and Technology
- Thomas Lucas – Ignatius Park College (Cranbrook)
- The Outstanding Rural and Remote Teacher of STEM Award was presented to:
- Kate O’Byrne – Clermont State High School
Ms Farmer said the Queensland Government is committed to strengthening STEM education in schools by building teacher capability and increasing achievement and participation in Science, Technology, Engineering and Mathematics subjects.
The Queensland Department of Education is also encouraging and supporting STEM education with a range of programs including:
- The Premier’s Coding Challenge
- Virtual STEM Academies
- $15,000 STEM Girl Power Initiative
- Up to 40 scholarships for future STEM teachers in regional, rural and remote locations
- New Queensland Quantum Academy
Ms Farmer said there has never been a better time to encourage young people to maintain their passion for STEM and to continue on their path towards a STEM career as today.
