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Updated: May 31, 2025

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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University STEM Students' Perceived Challenges During the COVID-19 Pandemic.

Yi Ding1, Qian Wang2, Yingying Yao1

  • 1Graduate School of Education, Fordham University, New York, NY 10023, USA.

Behavioral Sciences (Basel, Switzerland)
|January 24, 2025
PubMed
Summary

The COVID-19 pandemic created significant academic and emotional challenges for university students in Science, Technology, Engineering, and Mathematics (STEM) programs. Financial and discrimination issues also impacted their educational experiences during this period.

Keywords:
COVID-19 pandemicperceived challengesuniversity STEM students

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Area of Science:

  • Higher Education
  • STEM Education
  • Pandemic Impact

Background:

  • University students faced unprecedented stressors during the COVID-19 pandemic.
  • Science, Technology, Engineering, and Mathematics (STEM) students encountered unique difficulties due to the shift from traditional lectures and hands-on laboratory or field learning.

Purpose of the Study:

  • To qualitatively explore the experiences and perceived difficulties of STEM university students during the COVID-19 pandemic.

Main Methods:

  • Secondary analysis of interview data from two waves.
  • Involved 12 student participants from STEM fields.
  • Qualitative thematic analysis to identify key experiences.

Main Results:

  • Twelve themes emerged across four categories: academic and practical challenges, emotional influences, discrimination, and financial concerns.
  • STEM students' learning, emotional well-being, and financial stability were significantly affected.
  • The pandemic exacerbated existing challenges and introduced new ones for this student population.

Conclusions:

  • The COVID-19 pandemic presented multifaceted challenges for STEM university students, impacting their academic progression, emotional state, and financial security.
  • Understanding these unique difficulties is crucial for developing targeted support systems.
  • Further research is needed to address the long-term implications and inform future educational strategies.