Validating 'E' in STEM: How Engineering Fosters Self-Regulation and 21C Skills in Korean High Schools

• In Event: AERA Poster Session Thursday 2:15pm
  In Poster Session: Assessing and Supporting Self-Regulated Learning Across Learning Contexts

Abstract

This study examined how new technology/engineering (TE) and information technology (IT) electives influenced Korean high school students' 21st-century skills (21CS) and self-regulated learning (SRL). Using a quasi-experimental design (N=906), three independent t-tests compared elective takers (TE, IT, or TE or IT) with non-takers. Results showed TE students significantly improved in creativity, STEM integration, growth mindset, and metacognitive SRL strategies. IT electives showed no significant effects, and cognitive strategies remained unaffected across electives. Importantly, findings confirm that engineering-focused, problem- and project-based learning aligns conceptually and practically with metacognitive SRL processes, highlighting engineering education’s critical role in STEM and empirically validating the effectiveness of 'E' in fostering essential student competencies.

Authors

• Woongbin Park, Purdue University

• Hyeree Cho, Purdue University

• Huiy Lim, Seoul metropolitan office of education

• Yunjin Lim, Chinju National University of Education

• Hyunuk Park, Purdue University

• Jiwon Kim, Purdue University