Abstract:

Bridging the gap between the global demand for STEM professionals and declining student interest remains a critical challenge for 21st-century education systems. Many countries struggle to sustain students’ interest in these disciplines throughout secondary education, particularly as learners approach key career decision points. While policy initiatives increasingly emphasize strengthening STEM pathways, less attention is often given to the motivational and identity-related factors that influence whether students perceive scientific and technological careers as accessible, meaningful and attainable.

This study examines how secondary school students perceive their science learning environments and how these perceptions relate to their motivation, self-efficacy and future career aspirations. The research is grounded in Social Cognitive Career Theory (SCCT), which highlights the role of three key components shaping career development: self-efficacy, outcome expectations and personal goals. In addition to these cognitive factors, emerging research suggests that students’ sense of belonging in scientific communities, exposure to role models and the perceived inclusivity of learning environments play a crucial role in shaping long-term interest in science-related fields.

Data are collected through a questionnaire administered to secondary school students in Hungary (grades 6–12). The survey explores multiple dimensions influencing participation in science and technology pathways, including science self-efficacy, interest in scientific problem solving, interdisciplinary orientation, perceptions of gender equality in scientific careers, school science climate and access to mentorship or career guidance. The instrument also examines students’ experiences of learning environments that encourage autonomy, inquiry and collaboration in science subjects.

By mapping how students interpret their experiences in science education, the study seeks to contribute to a better understanding of the motivational and structural factors shaping participation in scientific and technological pathways. The findings aim to inform international policy discussions on how secondary education systems can strengthen student motivation, support identity formation and create more inclusive pathways toward scientific and technological careers.

Keywords:

STEM education, student motivation, science self-efficacy, secondary education, education policy.