Fostering global STEM engagement: Evaluating the impact of a youth development program on students' affinity and aspirations

Jiyoon Yoon; Jae Hyeon Ryu; Oksu Hong; Yungjun Yoo; Byoungho Jung; Hannah Ziegler; Heeju Hong; Jiyoon Yoon; Jae Hyeon Ryu; Oksu Hong; Yungjun Yoo; Byoungho Jung; Hannah Ziegler; Heeju Hong

doi:10.3934/steme.2026014

STEM Education

2026, Volume 6, Issue 2: 329-349. doi: 10.3934/steme.2026014

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Research article

Fostering global STEM engagement: Evaluating the impact of a youth development program on students' affinity and aspirations

Jiyoon Yoon ^{1
,
,},
Jae Hyeon Ryu ^{2
,},
Oksu Hong ^{3
,},
Yungjun Yoo ^{4
,},
Byoungho Jung ^{5
,},
Hannah Ziegler ^{6
,},
Heeju Hong ^{7,
,}

1.
Department of Teacher and Administrator Preparation, 502 Yates Street, Box 19777, Arlington TX 76019, USA; jiyoon@uta.edu
2.
University of Idaho; jryu@uidaho.edu
3.
Korea Foundation for Science and Creativity; oksu@kosac.re.kr
4.
Johns Hopkins University; yyoo7@jh.edu
5.
Korea Foundation for Science and Creativity; brightheaven@kosac.re.kr
6.
Vanderbilt University; hannah.h.ziegler@vanderbilt.edu
7.
SeongBo Management High School (affiliation at the time of the study); ghdgmlwn414@gmail.com

Academic Editor: Feng-Kuang Chiang

Received: 24 October 2025 Revised: 26 January 2026 Accepted: 24 January 2026 Published: 19 March 2026

Fostering engagement and persistence in science, technology, engineering, and mathematics (STEM) among adolescents is critical for preparing future professionals in a rapidly evolving technological landscape. This study evaluated the impact of the Youth Development Program (YDP 2025), a cross-cultural STEM initiative involving high-achieving middle and high school students from the United States (n = 21) and South Korea (n = 13). The program provided immersive experiences, including mentorship, collaborative projects, research presentations, coding challenges and robotics workshops, and interactions with leading scientists, including Nobel Laureates. A mixed-methods approach was employed to examine program outcomes. Quantitative measures assessed students' STEM affinity before and after the program using Likert-scale surveys, analyzed with descriptive statistics and Welch's t-tests; effect sizes were calculated to estimate the magnitude of change. Unequal pre- and post-survey response rates limited the feasibility of paired analyses. Qualitative data from open-ended post-survey responses were analyzed thematically to capture participants' perceptions of learning outcomes, confidence, and future STEM aspirations. Results indicated minimal overall change in STEM affinity. U.S. students demonstrated a moderate increase (Cohen's d = 0.55), while Korean students showed little improvement. However, qualitative findings revealed substantial gains in practical skills (robotics programming, coding challenge, oral research presentations), confidence in STEM tasks, and motivation toward STEM careers. Participants emphasized mentorship, hands-on activities, and exposure to STEM professionals as particularly influential. Findings suggest that experiential STEM programs can enhance skills, confidence, and career-oriented motivation. Future iterations should expand hands-on challenges, integrate structured career exploration, and address language accessibility to maximize impact.
- STEM education,
- youth development,
- cross-cultural program,
- mentorship,
- coding,
- career aspirations,
- iDRONE program
Citation: Jiyoon Yoon, Jae Hyeon Ryu, Oksu Hong, Yungjun Yoo, Byoungho Jung, Hannah Ziegler, Heeju Hong. Fostering global STEM engagement: Evaluating the impact of a youth development program on students' affinity and aspirations[J]. STEM Education, 2026, 6(2): 329-349. doi: 10.3934/steme.2026014

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Abstract

Fostering engagement and persistence in science, technology, engineering, and mathematics (STEM) among adolescents is critical for preparing future professionals in a rapidly evolving technological landscape. This study evaluated the impact of the Youth Development Program (YDP 2025), a cross-cultural STEM initiative involving high-achieving middle and high school students from the United States (n = 21) and South Korea (n = 13). The program provided immersive experiences, including mentorship, collaborative projects, research presentations, coding challenges and robotics workshops, and interactions with leading scientists, including Nobel Laureates. A mixed-methods approach was employed to examine program outcomes. Quantitative measures assessed students' STEM affinity before and after the program using Likert-scale surveys, analyzed with descriptive statistics and Welch's t-tests; effect sizes were calculated to estimate the magnitude of change. Unequal pre- and post-survey response rates limited the feasibility of paired analyses. Qualitative data from open-ended post-survey responses were analyzed thematically to capture participants' perceptions of learning outcomes, confidence, and future STEM aspirations. Results indicated minimal overall change in STEM affinity. U.S. students demonstrated a moderate increase (Cohen's d = 0.55), while Korean students showed little improvement. However, qualitative findings revealed substantial gains in practical skills (robotics programming, coding challenge, oral research presentations), confidence in STEM tasks, and motivation toward STEM careers. Participants emphasized mentorship, hands-on activities, and exposure to STEM professionals as particularly influential. Findings suggest that experiential STEM programs can enhance skills, confidence, and career-oriented motivation. Future iterations should expand hands-on challenges, integrate structured career exploration, and address language accessibility to maximize impact.

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Author's biography Dr. Jiyoon Yoon is an Associate Professor of Science Education at the University of Texas at Arlington. Her research focuses on science teacher education, culturally responsive teaching, and the integration of technology to support equitable and inquiry-based science learning. She has extensive experience teaching science at the elementary and secondary levels in both Korea and the United States, as well as preparing pre-service and in-service teachers through undergraduate and graduate programs. Dr. Yoon has led national and international initiatives bridging science education between the U.S. and Korea, emphasizing interdisciplinary approaches such as Science-Technology-Society (STS) and culturally embedded pedagogy. She is an active member of the American Education for Research Association (AERA), the National Science Teacher Association (NSTA), Korean-American Scientists and Engineers Association (KSEA), and international science education organizations. Her teaching and research contributions have been recognized with multiple awards, including Faculty Research Award and Faculty Teaching Award for College of Education and UTA's Faculty Recognition for Impact on Student Success; Dr. Jae Hyeon Ryu is a Professor at the University of Idaho whose research focuses on advancing environmental monitoring through the use of Unmanned Aerial Systems (UAS, commonly known as drones). He currently leads the Idaho/Interstate Drone League (iDRONE), an immersive, STEM-based experiential learning program that engages students from grades 6 to 12. Dr. Ryu earned his Ph.D. in Civil and Environmental Engineering from the University of Washington, Seattle, in 2006. From 2015 to 2016, he participated in the U.S. Air Force Faculty Fellowship Program at the United States Air Force Academy (USAFA), where he gained hands-on experience with various UAS technologies and sensor platforms. In addition to K-12 education, his ongoing educational research activities supported by NSF RIEF and REU grants aims to enhance the impact of UAS research and engineering education and outreach at higher education; Dr. Oksu Hong is a Director of Learning Innovation at the Korea Foundation for Science and Creativity (KOSAC). She previously led major national initiatives as Director of Science and Mathematics Education, Software Talent Cultivation, and the Center for the Gifted in Science within KOSAC. She earned her Ph.D. in Physics Education from Seoul National University, where her doctoral research focused on the conceptualization and scale development of science classroom creativity. Her research interests include creativity, gifted education, scientific inquiry, curriculum design, STEAM and AI education, and out-of-school learning. She has contributed to national education policy development and has received multiple awards from Korea's Ministry of Education and Ministry of Science and ICT for her leadership in advancing innovation in STEM and gifted education; Dr. Yungjun Yoo is a faculty of Cybersecurity program at Johns Hopkins University. Dr. Yoo received B.S and M.S in Electrical Engineering from Seoul National University, M.S in Computer Science from Johns Hopkins University, and Ph.D. in Electrical and Computer Engineering from University of Maryland at College Park. His research focuses on defending against Generative AI induced synthetic threats; Mr. Byoungho Jung is a research fellow at the Korea Foundation for Science and Creativity (KOSAC), specializing in STEM education policy and teacher professional development. He has taught science at the secondary school level in both Tanzania and South Korea, building on his academic foundation in Chemistry Education. He later completed graduate studies in Educational Leadership and Policy Development at the University of Bristol, and in Lifelong Learning at Seoul National University. His research interests include developing practical and inclusive science education policies that integrate formal, non-formal, and lifelong learning to foster meaningful innovation in science education; Ms. Hannah Hayeon Ziegler is a doctoral researcher in the Department of Teaching and Learning at Vanderbilt University. Before beginning her doctoral program, she taught high school math and science in Southern Idaho. She also previously worked as a graduate research associate at the NASA Goddard Institute for Space Studies, where she researched the impact of volcanic eruptions on global climate. Since 2021, she has served as the Curriculum Researcher and Coordinator for the iDrone (Idaho Drone League) program, implementing inquiry-based learning through drone technology in secondary STEM classrooms. Hannah's research interests include place-based education, emerging technologies, and designing expansive STEM teaching and learning environments. Her most recent work seeks to theorize imagination as an expansive practice for envisioning socioecologically-thriving futures in science education; Ms. Hee-Ju Hong earned her B.S. degree in Accounting and Taxation, along with a secondary teaching certification, from Jeonju University in 2021. She has taught Commercial Information at several high schools in South Korea, most recently at Seongbo Business High School. Her research interests include the learning sciences, coaching for diverse learners, and promoting positive behavioral development in educational settings

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