Australia is facing its most significant engineering skills gap and labor shortage in over a decade, a situation that new research from Swinburne University could help clarify. The study highlights a steady decline in the number of high school students opting for advanced math subjects, revealing the factors that are hindering promising students from entering high-demand job markets.
According to Dr. Emily Cook, a STEM expert at Swinburne and the lead author of the research, it is essential to engage students where they are and demonstrate the advantages of studying mathematics. “There is not a single decision point students make about their VCE subjects; they are constantly re-evaluating what subjects suit them best throughout their education,” she stated.
Dr. Cook identified key elements influencing students” interest in higher-level math, including workload, stress, enjoyment, and motivation. Some students perceive math as overly challenging, while others find it insufficiently stimulating. Additionally, many do not recognize the necessity of math for their future studies or careers until it is too late, thus closing off valuable pathways.
A prominent finding was the difficulty students face when attempting to re-engage with math after being away from it for a period. “Math methods, in particular, were found to be very challenging to catch up on if classes were missed,” Dr. Cook explained, noting that students who miss classes due to health issues or pressures from other subjects often struggle. This presents a significant flaw in the STEM education pipeline, as dropping to a lower math class can prevent students from accessing the tertiary education and career opportunities afforded by higher-level math.
Teachers and parents also play a critical role in shaping students” decisions regarding math. Their influence can be both direct, through guidance and advice, and indirect, via role modeling. Dr. Cook remarked that while the streaming of students into different classes may seem beneficial, it can inadvertently restrict those who develop an interest in math later on, leaving them feeling as though they have “missed the boat.”
Additional challenges include the scarcity of qualified math teachers, university prerequisites, and the complexities of the ATAR system. Dr. Cook emphasized the need for varied solutions to address the crisis, stating, “Math is essential not only for many university degrees but also for fostering problem-solving skills vital in the workforce, particularly in fields such as engineering, mining, finance, health, and data science.”
To mitigate the issue, establishing systems that encourage and support more students in selecting higher-level math courses could yield benefits for the entire nation of Australia.
