This study shows that STEM education enhances engineering habits and ecological footprint awareness in children, indicating potential long-term benefits.
This study investigates the effects of STEM education on the development of engineering habits of mind (EHoM) and ecological footprint (EF) awareness in 5‐ to 6‐year‐old children. The research followed a time‐series design with defined intervals. Participants included 17 children from various provinces in Türkiye. Data were gathered using validated EHoM and EF awareness scales, and analyzed with paired‐sample t ‐tests. The findings provide preliminary evidence that participation in STEM education may be linked to gains in EHoM and EF awareness among children. Differences in favor of the posttest measurements were observed across all sub‐dimensions of EHoM, including creativity, collaboration, communication, optimism, attention to ethical considerations, and systems thinking. Although preliminary, these results suggest that early STEM education fosters both EHoM and EF awareness in children.
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Erol et al. (2025) studied this question.
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