Global societal challenges such as digital transformation processes and the transition towards sustainable energy systems have led to a growing demand for qualified professionals in STEM fields. At the same time, many countries are facing an increasing shortage of STEM professionals, which is partly attributed to declining interest among young people in pursuing STEM-related studies and careers. Against this backdrop, a key question arises: How can STEM educational pathways be designed in ways that are accessible, relevant, and attractive for diverse groups of learners?
From educational and psychological perspectives, several questions emerge: How can interest in STEM topics be fostered among students? How can STEM content be taught in ways that take into account different goal orientations and prior experiences? Which structural, cultural, and motivational barriers contribute to the underrepresentation of certain groups in STEM education and careers? And why do pronounced gender differences and other inequalities persist in specific STEM domains?
In the first part of the workshop, these questions will be explored from multiple theoretical and empirical perspectives. Through interactive small-group activities, participants will develop explanatory approaches, discuss selected research findings, and connect them to their own experiences. Particular attention will be given to how personal goals and self-concepts are shaped by social categories such as gender or social background, and how this influences educational and career-related decision-making in STEM domains. In the second part of the workshop, participants will translate theoretical and empirical insights into concrete, practice-oriented strategies aimed at fostering inclusive STEM learning pathways for learners with diverse backgrounds and experiences.