This study explored factors shaping students’ perceptions of Science, Technology, Engineering, and Mathematics (STEM) across South African high schools and Technical and Vocational Education and Training (TVET) colleges, examining institutional orientation, curricular and pedagogical structures, and student socioeconomic contexts through the lens of Social Cognitive Career Theory to understand how contextual supports and barriers influence self-efficacy, outcome expectations, and career goals. The study was grounded in the interpretivist paradigm and guided the inquiry into how students construct meaning in relation to STEM learning and careers. A qualitative case study design was employed to investigate students’ lived experiences and perceptions. Four institutions, including two high schools and two TVET colleges, were selected through purposive sampling. From these institutions, three students were purposefully selected as participants. Semi-structured interviews were the primary data collection instrument. Thematic analysis was used to analyse the data and identify emerging themes. The study found that students perceived STEM subjects as both challenging and stimulating. The study also found that socio-cultural and economic factors influenced students’ attitudes toward STEM pathways. In addition, institutional challenges, including overcrowded classrooms, inadequate laboratories and insufficient career guidance, negatively affected student motivation and confidence in pursuing STEM fields. The study recommends adopting learner-centred and contextualised teaching approaches, strengthening mentorship initiatives, expanding career guidance, and expanding extracurricular STEM activities within schools and TVET colleges to increase students’ interest in STEM.
Sirhayi et al. (Tue,) studied this question.