Building and Rising Youth’s Interest in Technology

Despite excellent career opportunities, there are still too few young people who choose to study engineering or a technical apprenticeship in the metal and electrical industry. The existing promotion of technical professions in schools and in society urgently needs to be stepped up. The Ideas Expo, which takes place every two years in Hanover, is a good example of this.

Arouse the fun of technology even in elementary school

Only those who are interested in technology and enjoy discovering will be able to successfully complete an engineering degree and work with interest and energy, for example in development or construction. This interest can be aroused in a targeted manner. Unfortunately, it is still the case that technical subjects do not become more attractive for young people in the course of their school career, on the contrary. In order for young people to have fun with studying technology again, StudyMind recommends didactic integration as a requirement in elementary schools. Technology projects in schools that can be carried out in cooperation with university institutes or companies offer opportunities.

Good example: ideas expo

The idea expo in Hanover, which takes place every two years, follows this principle on a large scale. Here children and young people can playfully learn how technology and natural sciences accompany everyday life and understand connections in small, practical, physical experiments. Whether small welding or filing exercises, experiments in laboratories and interactive exhibits, access to technology is made easy.

In order to keep docking, this form of technology communication must be maintained. With regular taster days in the practice or internships, the insights of students are reinforced.

More apprenticeship positions and good career prospects

With an extensive range of apprenticeships in the technical field and the assurance of career prospects in the company, young people must be addressed, because without offers and information, there is no reaction! For dual training, especially in technical areas, advertising must also be actively promoted in secondary schools and secondary schools (see measure “Training occupations in construction”). Companies must train qualified specialists and take them on for an unlimited period in order to meet future needs.

Apply for collective bargaining agreements and dual studies in schools

There are young people interested in studying at school, for example in the 11th grade. You need extensive information about the range of technical subjects and the possibilities of dual studies. Companies that have collective bargaining agreements (see measure “Offer good internships and scholarships”) and collective bargaining agreements for dual students (see measure “Expand dual study programs”) should be given the opportunity to inform schoolchildren about good conditions and thus for them to win.

Gender-specific MINT interests in pre-school and primary school age

How do professional interests develop? How can interest in MINT be fostered in children and young people? MINT: Mathematics, (IT) computer science, Natural sciences and Technology.

In preschool age girls and boys are equally interested in scientific and technical phenomena. However, as they get older, girls in particular lose their initial curiosity and are much less likely to opt for a later education in the STEM subjects of mathematics, computer science, natural sciences and technology. This is why STEM support programs should not only start at secondary level, but ideally as early as kindergarten and the first grades of primary school. That is the conclusion of a study by the University of Applied Sciences Northwestern Switzerland FHNW, in which 800 children took part.

For their study, Dr. Katja and her team from the FHNW University of Applied Psychology interviewed kindergarten and primary school children. For three years, the psychologists wanted to know from the children what they were interested in. Since the youngest could not read yet, the FHNW researchers have specially developed a test in picture book format. The children worked on this individually with a member of the research team.

Use children’s curiosity

“Children of preschool age and early primary school are enthusiastic about many different activities,” emphasizes the psychologist, “of course also about MINT topics.” In primary school, girls in particular are particularly curious when it comes to scientific topics – even more so than boys. This enthusiasm increasingly fades when transferring to secondary school, in both sexes. Then the interests of the students diverge.

Girls are then more enthusiastic about activities that focus on people and artistic and linguistic activities. Nonetheless, Katja is convinced that you can motivate them to take STEM subjects too: if they recognize the benefits technology has for the environment or how technology can help people. In contrast, boys are much more interested in practical and technical activities at the end of primary school. These differences in professional interests then largely consolidated in adolescence.

Promote self-confidence

The psychologist believes that anyone who wants to strengthen interests and skills in the MINT area must start funding early on in order to maintain the children’s enthusiasm for scientific and technical topics for as long as possible. “We not only have to arouse interest and curiosity in the children, but also strengthen their self-esteem in the area of ​​the MINT subjects,” emphasizes Katja. “When girls keep hearing that they are less good at STEM subjects than boys, they don’t develop self-confidence in them either.” Motivation also plays an important role: the more children are interested in a topic; the more time they spend on it. As a result, they experience themselves as competent, which in turn increases their self-confidence. Parents should also be involved in the STEM funding.

For the design of lessons, Katja recommends that teachers deal with scientific and technical topics in such a way that the students can establish a connection to their everyday lives. As soon as children are directly affected by something, their enthusiasm grows. In order to further investigate children’s interests and their development into adolescence, the researchers are planning to continue the project.

Conclusion

Technology has to be fun; young people will also choose these professions. Anyone who provides information, arouses interest and tries to find students with good training conditions according to the collective agreement will also attract visitors!