This study investigated how a school-industry partnership intervention influences Finnish high school students’ interest in science, technology, engineering and mathematics (STEM), and their competence development through a hands-on weather balloon project. The intervention engaged students, technology education student teachers (ST), teachers, university lecturers and industry experts in collaborative design, assembly, launch and analysis activities. Using a mixed-methods approach, quantitative data from questionnaires assessed students’ interest factors, perceived relevance and self-competence, while qualitative data from open-ended responses provided insight into students’ experiences. The results indicated that practical engagement in an interdisciplinary collaboration and a supportive learning environment strengthened students’ agency, knowledge acquisition and further interest. However, a significant discrepancy emerged between ST’ higher evaluations of students’ competence development and students’ more modest self-assessments, particularly in technical proficiency. This gap highlights the need for clearer communication regarding learning goals, formative assessments and reflections to help students recognize their growth. As suggested by the findings, well-structured partnerships offer authentic learning aligned with curriculum goals, promoting 21st-century skills and supporting students’ STEM orientation.
Salonen et al. (Tue,) studied this question.