Integrating Digital Technologies into STEM Physics for Adult Learners: A Comparative Study in Second Chance Schools

This study explores how integrating digital technologies into STEM-based physics instruction can transform learning outcomes for adult learners in Greek Second Chance Schools, which provide educational opportunities for adults over 18 who have not completed compulsory education. In a comparative design, participants were divided into two groups: the experimental group experienced an innovative STEM approach, combining educational robotics, mobile sensing, and 3D printing within the Biological Sciences Curriculum Study (BSCS) 5E Instructional Model; the control group received enriched lecture-based instruction. Learning gains were measured using a rigorously developed, psychometrically validated multiple-choice physics test administered before and after the intervention. Results reveal that adults exposed to technology-enhanced STEM lessons achieved statistically significant improvements, outperforming their peers in the lecture-based group, who showed no measurable progress. Notably, these gains were consistent across gender and age. The findings highlight the transformative potential of digital technologies and learner-centered STEM pedagogies in alternative education settings, offering new directions for adult education and lifelong learning.