An analysis of science, technology, engineering, and mathematics career interests and influencing factors among Tanzanian University students: Evidence from a survey of 1497 science and engineering students

Abstract

Science, technology, engineering, and mathematics (STEM) education represents a critical avenue for cultivating talent in scientific and technological innovation, playing a pivotal role in national economic development and social advancement. Enhancing university students' interest in STEM careers can strengthen the foundation of STEM education and bridge individual educational experiences with national development imperatives. This study, based on a survey of 1497 science and engineering students at the University of Dar es Salaam in Tanzania, examines the factors influencing students' interests in STEM careers from both individual and environmental perspectives. The analysis reveals six key challenges confronting STEM development in Tanzania: occupational gender bias, dual imbalances between STEM academic disciplines and the needs of the industrial sector, lack of vocational guidance within families, disparities in educational access between urban and rural areas, high barriers to entry into STEM specializations, and academic burnout. To overcome these challenges, a coordinated approach involving family engagement, institutional support, and broader social collaboration is necessary to promote the development of STEM talent and support Tanzania's industrialization efforts.