Factors Associated with Technology Learning and STEM Vocations in High School-The Case of Technovation Chile

Abstract

This study explores key factors associated with the development of technological thinking and preferences for STEM-related occupations among high school students in Chile, within the context of the Technovation program. We focus on three central indicators, which reflect on the main goals of the program: conceptual understanding of technology, systems thinking (defined as the ability to approach problems through logic and structured reasoning), and occupational preferences in STEM fields. Using pre- and post-program survey data, we assess the evolution of these indicators: while gender gaps persist in STEM career preferences, the program contributes to narrowing conceptual and systems thinking gaps. Also, our results indicate that students with stronger academic performance and higher problem-solving disposition tend to perform better in both technological dimensions, according to the pre-program survey data. The same factors, plus "evaluation of the Teamwork experience", play a key role in the improvement of most of these indicators, comparing the trajectories between initial and closing performance.