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Abstract

Numerous studies have been conducted from the perspective of high school students, examining the factors that contribute to their refusal to pursue higher education institutions (HEIs). Presently, there is limited study investigating teachers’ viewpoints regarding their roles as change agents in encouraging students towards HEIs. Therefore, this study seeks to provide new insights from educators that can strengthen teacher training and development, as well as inform the creation of customised intervention strategies designed to promote a culture of academic aspiration and achievement among students. Grounded in the philosophical premise of social constructivism, the study employed a qualitative methodology, analysing a sample of ten teachers selected by purposive sampling. In-depth interviews were conducted, and the data were analysed using thematic analysis. Our findings provide a comprehensive understanding of the strategies teachers used and the challenges they faced when motivating students to pursue HEIs. We proposed a conceptual study framework built from these findings, illustrating the interaction between teachers’ duties, educational problems, and students’ aspirations for further education. Our research is significant as it advances theory development in educational psychology and motivation theory by revealing new themes and relationships that can enhance existing theoretical frameworks.

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PDF The journal welcomes original work on advancing research integrity in the form of empirical research, conceptual assessment, and critical analysis in all fields of science, including biology, chemistry, physics, medicine, law, economics, statistics, management studies, public policy, politics, sociology, history, psychology, philosophy, ethics, and information science. The journal seeks to publish research that makes a significant contribution to the literature and advances knowledge of accountability and integrity in research. With some exceptions, the journal is not interested in publishing studies that merely duplicate previous work or are limited in generalizability (e.g., due to problems with statistical design or research focus) or that in other ways fail to contribute meaningfully to the scholarly literature

The science, technology, engineering, and mathematics (STEM) education has emerged as a global education priority, many countries have printed their development strategies to national blueprints and recognized STEM education as a key role in the effective implementation of skills training in the 21st-century. Project-based learning (PjBL) and problem-based learning (PrBL) or PBL is significant in cultivating students’ knowledge and skills, integrating PBL into STEM (PBL-STEM) education is a new attempt in recent years to integrate student-centered learning methods into the STEM learning process. This study aims to explore the development trends of PBL-STEM and provide recommendations to support talent cultivation in the digital era. Based on a systematic review of 1999 articles in SCOPUS database, this study uses content analysis to identify key themes in PBL-STEM. The findings indicate that the construction of student-centered PBL curriculum, the development of innovative teaching models, and interdisciplinary integration are central to the evaluation of PBL-STEM. Moreover, the integration of emerging technologies and multi-disciplinary approaches enhances STEM competency to cultivate 21st-century skills. PBL-STEM emphasize students’ higher-order abilities, positioning it as a strategic reform for future society. This study reveals the importance of curriculum innovation, instructional reform, evaluation mechanisms, and the professionalization of STEM educators are fundamental with the rapid technological advancement.

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