Addressing the Challenges of STEM Mature-Aged Students
Faculty Role in Promoting Sustainability and Well-Being in Higher Education
Bibliographic Data
| ID | 22046873 |
|---|---|
| Authors | Inga Jēkabsone (0000-0002-6473-2652, Riga Technical University, corresponding author), Inga Šnēbaha (0000-0002-3222-1647, University of Liepāja), Lāsma Ulmane-Ozoliņa (0000-0003-2293-7358, University of Liepāja), Irina Strazdiņa (0009-0000-9893-727X, University of Liepāja), Inta Kulberga (0000-0003-1819-9604, University of Liepāja), Leonards Budņiks (0009-0009-5369-4695, Riga Technical University), Līga Spjute (0009-0008-3255-8451, University of Liepāja), Rūta Treija (0009-0005-2825-4461, University of Liepāja) |
| Year | 2025 |
| Volume | 15 |
| Issue | 12 |
| Pages | 1665 |
| Publication date | 2025-12-10 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15121665 |
| OpenAlex | W4417196995 |
| Language | EN |
| Citations received | 1 |
| References cited | 47 |
Growing demand for STEM (Science, Technology, Engineering, and Mathematics) graduates, coupled with the evolution of the education system to accommodate mature-aged students, presents unique challenges for higher education institutions and, in particular, for faculty who directly affect the well-being of these students. At the same time, involvement of mature-aged students into education has great potential in addressing the sustainability concept by promoting lifelong learning, fostering social inclusion, and enhancing workforce adaptability. This paper aims to analyse the specific challenges faced by mature-aged students in STEM programmes and examine the critical role that faculty plays in addressing these challenges by promoting sustainability and well-being. Drawing on existing literature and empirical data, the research examines how faculty in STEM programmes can support mature-aged students by providing tailored support, fostering inclusive learning environments, and promoting well-being initiatives. By integrating student well-being into organisational cultures, this study emphasises the potential for higher education to contribute to Sustainable Development Goal 3: Good Health and Well-being and Sustainable Development Goal 4: Quality Education. The paper concludes with recommendations for faculty on how to develop and implement support structures that better serve mature-aged students, ensuring their success in STEM programmes and promoting an inclusive, sustainable academic environment
Faculty Development · Higher education · Lifelong learning · Sustainability · Sustainable development · Workforce · Workforce development · Career Development and Diversity · Educational Leadership and Innovation · Sustainability in Higher Education
College Students' Sense of Belonging
The Expertise Reversal Effect
The role of counseling for non-traditional students in formal higher education
“You’re a Mature Student and You’re a Tiny, Tiny Little Fish in a Big Massive Pond of Students”
Embracing Thinking Diversity in Higher Education to Achieve a Lifelong Learning Culture
Career Profiles of University Students
Mature Working Student Parents Navigating Multiple Roles
Beyond Content
Widening the lens on capital
Influence of entry pathway and equity group status on retention and the student experience in higher education
The impact of mentoring in higher education on student career development
Not quite the ideal student
Mature-aged Social Work Students
Non-traditional’ and ‘traditional’ students at a regional Finnish University
It was nothing to do with the university, it was just the people
How Many Interviews Are Enough
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |