Qualitative study uncovers distinct academic, emotional, and financial disruptions in STEM students, highlighting the vulnerability of hands-on learning during crises.
University students faced unprecedented challenges and stressors during the COVID-19 pandemic. STEM students experienced unique challenges because many had traditional lectures and hands-on learning in laboratories or field settings. This qualitative study aimed to explore STEM university students' experiences and difficulties perceived during the pandemic. Secondary analyses of 2 waves of interviews among 12 participants yielded 12 themes across 4 categories that captured the essence of the STEM university student's experiences: academic and practice, emotional influences, discrimination, and finance. Implications, limitations, and future directions are discussed.
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Ding et al. (2025) studied this question.
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