Factors Influencing Young People’s STEM Career Aspirations and Career Choices: A Systematic Literature Review

Science, Technology, Engineering, and Mathematics (STEM) career aspirations and choices provide critical insights into students’ motivations and attitudes toward STEM careers. With the rapid evolution of technology and societal shifts following the COVID-19 pandemic, there is a pressing need to update our understanding of the factors influencing students’ STEM career aspirations and choices. This systematic review aims to identify the most influential factors reported in research on young people’s (11–19 and undergraduate) STEM career aspirations and choices over the past decade or so, as well as highlight prevailing trends in current empirical studies. Seven databases including Australia Education Index, British Education Index, ERIC, ProQuest, PsycINFO, Web of Science, and Google Scholar were searched for publications between January 2009 and December 2022 in English. 159 papers were screened as eligible using the Preferred Reporting Items for Systematic Literature Reviews (PRISMA) protocol and reviewed for general trends. A further 12 papers were screened for in-depth review which are career aspiration/choice factor studies that reflect students’ voices on STEM career aspirations. Self-motivation, social persuasion, self-efficacy, personal utility, and positive STEM experiences were among the identified influential factors. While previous determinants such as ease of occupation and peer pressure have reduced effects, future studies should focus on cultural, regional, and societal implications, as well as the intersectionality of these factors. Furthermore, research into social media, utility impact, and viewpoints on the changing nature of work and technological advancement is critical for guiding policies to encourage young people to enter STEM disciplines.