Changes in Primary Students' Science and Technology Expectancy–Value Beliefs Following a Regional STEM Initiative

Building interest, confidence, and engagement in science, technology, engineering, and mathematics (STEM) during primary school is important for supporting future participation in STEM learning and career pathways, particularly in regional and underrepresented communities. Grounded in Situated Expectancy-Value Theory, this study examined changes in primary students’ science and technology expectancy-value beliefs following participation in a technology-enhanced STEM initiative implemented in seven regional Queensland primary schools. The initiative engaged Year 4 and Year 5 students in hands-on learning experiences involving coding, educational robotics, and microdrones, while also providing professional learning opportunities for teachers and information sessions for parents and carers.