Evidence-Based Learning: Developing Motivation, Competence and Career Aspirations

More than three decades of research into how young people learn, develop confidence in their capabilities and make decisions about their futures.

Since 1998, Re-Engineering Australia Foundation (REA) has pioneered authentic, industry-connected STEM education programs that challenge conventional approaches to teaching and learning. What began as an initiative to encourage greater participation in Science, Technology, Engineering and Mathematics (STEM) has evolved into a long-term investigation of a much more fundamental question:

What experiences influence young people’s motivation, their belief in their own capabilities and the career pathways they ultimately choose?

Drawing on more than two decades of educational research, student participation and feedback from teachers, parents and industry, REA has developed a deeper understanding of how authentic learning experiences can influence students’ attitudes towards education and their future opportunities.

From Learning Knowledge to Developing Competence

REA’s research has helped inform the development of Metamorphic Learning™, an educational philosophy built around student-led, challenge-based learning in authentic industry environments.

Rather than treating students as passive recipients of knowledge, REA’s programs place them at the centre of the learning process. Students confront complex, real-world challenges, access industry-standard technologies, work collaboratively and engage with experienced industry mentors. Teachers guide the learning process, encouraging students to investigate, experiment, solve problems and apply knowledge independently.

This approach integrates curriculum learning with the development of practical competence, including analytical thinking, communication, teamwork, project management, leadership, innovation and resilience. Importantly, the research explores not only what students learn, but how their experiences influence their motivation, self-perception and confidence in their ability to succeed.

Understanding What Influences Career Aspirations

REA’s longitudinal research, conducted through successive program evaluations since 2006, has examined the relationship between educational experiences, student motivation, identity and career decision-making. The findings highlight the importance of meaningful experiences, industry role models, mentoring and opportunities for students to experience success through their own efforts. A particularly important insight is that young people’s perceptions of their capabilities and potential career opportunities can begin forming well before they reach secondary school.

This reinforces the importance of providing authentic, engaging learning experiences from the earliest years of education, rather than waiting until students are approaching subject and career selection. The research also examines the relationship between intrinsic motivation, students’ recognition of the personal value of learning and their willingness to pursue increasingly complex challenges.

Measurable Educational Outcomes

Across REA’s research and program evaluations, findings have demonstrated positive changes in student engagement, motivation, STEM subject interests and career aspirations. Earlier evaluations reported:

• 86% of teachers indicated that participation had changed how their schools engaged with STEM education.

• 51% of students reported greater interest in studying higher levels of mathematics.

• 60% of students reported greater interest in studying higher levels of science.

• 70% of students reported changes towards STEM-related career aspirations.

More recent research and program evaluations have continued to investigate the relationship between authentic learning experiences and students’ interest in STEM and defence-related career pathways. These results provide an evidence base for understanding how educational experiences can influence not only students’ immediate engagement with learning, but also their perceptions of future career opportunities.

Research That Informs Educational Practice

REA’s research is not undertaken in isolation from educational practice. Its findings inform the continuing development of STEM Racing™, SUBS in Schools™, SPACE in Schools™ and primary school learning initiatives.

By connecting schools, industry, TAFE, universities, teachers and parents, REA creates opportunities to examine how different learning environments, mentoring relationships and practical experiences influence students’ development.

The objective is to continually improve our understanding of how education can help young people develop the competence, confidence and motivation needed to realise their potential.

Ultimately, REA’s research seeks to answer a question of fundamental importance to Australia’s future: How do we develop young people who not only possess knowledge, but have the competence, confidence and motivation to apply it?

Following my roots – On One said I couldn’t

Rebuilding National Capability with an Economy Based on Competence.

A book about the importance of competence, engineering, education and rebuilding Australia’s national capability.

Australia’s most valuable resource isn’t underground; it is in our classrooms, businesses, homes, and communities—our people’s capability. Whether that capability increases or decreases depends on what we do next. Enhancing this capability should be a national priority, and this book focuses on how we translate that priority into outcomes.

Compiled from 15 years of longitudinal research into the Motivational Drivers of Children’s Career Decision Choices and 25 years of building and implementing STEM programs, it is an invitation to rebuild Australia’s future by rebuilding the capability of its people. 

Register your interest to be notified when the book becomes available.

Education Outcomes Research

Each year REA undertakes to measure the effectiveness of each of its programs against a set of research objectives which align with the goals of Industry. This measurement process is part of a longitudinal research program aimed at helping determine the motivational drivers of children’s career decision choices and providing an understanding of the following:

• The impact the programs are having on individuals,
• The incidence and influence the programs have on schools,
• The capacity of each program to increase students understanding of the opportunities which exist in STEM-based careers
• Identifying student’s motivation toward careers in STEM and STEM subjects at school.

The research process is in the form of survey questionnaires which are competed by both teachers and students. The surveys collect both quantitative and qualitative data. The quantitative data focuses on examining the attitudes of both the teachers and students to various topics relating to their involvement in the programs. Qualitative data provides a source against which the quantitative analysis can be cross referenced.

REA uses the results to make changes to its programs.

Our Philosophy – STEM 4.0

REA has produced a white paper that examines the historical development of education; the role industry has played in that development and the reasons behind the creation of STEM as a catalyst to lead a change in educational strategy.

It examines the definition of STEM 4.0 and presents alternative structures for the education system, which support this concept, and monitors students outcomes resulting from deep engagement with STEM 4.0 activities.