Forum for Education Studies

The Development and Challenges of STEM Education Research in China: A Content Analysis Based on CNKI-CSSCI Journals (2011-2024)

Yu-Shen Fang — 2026-01-16

In the context of the innovation-driven development strategy, STEM education has become a key initiative in China for cultivating innovative talent and enhancing national competitiveness. However, it remains to be seen whether academic research can effectively guide practice alongside the vigorous promotion at the policy level. This study employs content analysis to examine 41 CSSCI source journal articles included in the China National Knowledge Infrastructure (CNKI) from 2011 to 2024, aiming to depict the current state of STEM education research in China and to explore its challenges. The study finds that STEM education research in China exhibits a distinct policy-driven characteristic, with its development trajectory highly synchronized with national policy cycles, but it lacks intrinsic motivation. In terms of research themes, there is a flourishing of "theoretical construction" accompanied by a scarcity of "empirical validation," highlighting a "knowing-doing gap." Spatially, research resources are highly concentrated in developed regions such as Beijing, Shanghai, and Wuhan, notably within normal universities. Educationally, the focus of research skews toward basic education, resulting in the neglect of higher education and vocational training stages that are directly related to industry needs, leading to a disconnection in the talent cultivation chain. Furthermore, the research subject is singular, with key stakeholders such as enterprises being absent, resulting in insufficient top-level design and mechanism research on the collaborative ecosystem of industry, academia, and research.

AI in Iranian higher education: A mixed-methods study of ethical tensions and L2 learning challenges

Hossein Isaee — 2026-01-22

This mixed-methods study examines how artificial intelligence (AI) technologies are reshaping English as a Foreign Language (EFL) learning and teaching within Iranian higher education. Drawing on survey data from 46 students and semi-structured interviews with six EFL instructors and six students, the study explores (1) the extent of students’ AI use, (2) their motivations for using AI, (3) instructors’ attitudes toward AI integration, and (4) perceived risks related to ethics, equity, privacy, and academic integrity. Descriptive findings indicate that more than 85% of students regularly use AI tools (most commonly ChatGPT, Bard, Quillbot, and Grammarly) for idea generation, language refinement, task structuring, and grade maximisation. Interview data demonstrated a clear “assisted learning” orientation among students but also highlighted ethically problematic practices involving plagiarism, overreliance, and strategic paraphrasing to avoid detection. Instructors expressed marked scepticism, with the majority viewing AI as a catalyst for academic dishonesty and a threat to creativity, deep learning, and assessment validity. Despite recognising AI’s potential benefits, both students and instructors voiced substantive concerns regarding data privacy, job displacement, inequity, and algorithmic bias. Collectively, the findings reveal a complex landscape in which AI is simultaneously valued, distrusted, and inadequately regulated. The study concludes by outlining implications for ethical governance, AI literacy integration, and the development of context-sensitive EFL pedagogies in Iranian universities.

Influence of psychosocial predictors and school counseling interventions on female secondary school students’ learning outcomes in science

Akilu Ismail — 2026-02-15

Efforts to address gender disparities in Science, Technology, Engineering, and Mathematics (STEM) education remain limited in many developing countries, particularly where psychosocial barriers and inadequate school counseling systems intersect. This study examined the combined influence of psychosocial predictors and school counseling interventions on female secondary school students’ learning outcomes in science. A quantitative correlational survey design was employed involving 360 female senior secondary school students and 30 school counselors drawn from 30 public schools with functional counseling units. Data were collected using standardized instruments measuring psychosocial factors, counseling access, and science achievement records. Findings of the study indicate that psychosocial factors significantly predict science learning outcomes, with self-efficacy emerging as the strongest positive predictor, while internalized gender stereotypes exert a significant negative influence. Furthermore, higher levels of counseling access were associated with greater science self-efficacy, interest, and achievement among students. Among counseling strategies, self-efficacy enhancement workshops were rated as the most effective intervention. The results provide evidence for the integrated influence of psychosocial factors and school counseling interventions in explaining gender disparities in science education. It indicates that strengthening gender-responsive counseling systems may support improved confidence, engagement, and achievement among female students in science.