Abstract:

The persistent underrepresentation of students in STEM fields worldwide highlights the need for innovative approaches to strengthen research literacy from an early age. Informal learning initiatives have emerged as effective pathways for cultivating curiosity, inquiry, and research-oriented skills outside traditional classrooms. Building on this foundation, the present study designs and implements Multidisciplinary Research-based Sequential Modules (MRSMs) focused on real-world themes such as renewable energy for primary and preparatory learners. Anchored in Research Cognitive Theory (RCT), which emphasizes the role of dynamic research environments in shaping inquiry, self-efficacy, and cognitive growth, the framework positions research not only as a means of knowledge creation but also as a catalyst for fostering curiosity, problem-solving, and critical thinking across educational stages.

Adopting a longitudinal design, the project engages students in dynamic research environments that integrate project-based, problem-based, and inquiry-driven learning. RCT provides the theoretical lens to explain how hands-on, collaborative, and research-oriented experiences strengthen self-efficacy, research attitudes, and aspirations, ultimately shaping students’ readiness for STEM careers. Preliminary evidence indicates that participation in informal learning programs significantly enhances students’ interest in STEM, their cognitive competencies, and their sustained engagement with research. By embedding RCT principles into informal learning practices, this work contributes to advancing both theory and practice in STEM education. The findings offer actionable insights for educators and policymakers, reinforcing the role of early-stage, research-driven learning in preparing learners for the demands of the twenty-first century and supporting the development of knowledge-based societies globally.

Keywords:

STEM education; Informal learning; Research Cognitive Theory (RCT); Research literacy; Project-based learning; Student self-efficacy.