Publication: An Exploration of Predictors of STEM Knowledge Integration among Generation Z Students: Focusing on 21st Century Skills
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Issued Date
2025-07-01
Resource Type
eISSN
16987802
Scopus ID
2-s2.0-105020400258
Journal Title
Foro De Educacion
Volume
23
Issue
2
Start Page
84
End Page
110
Rights Holder(s)
SCOPUS
Bibliographic Citation
Foro De Educacion Vol.23 No.2 (2025) , 84-110
Suggested Citation
Sakdapat N., Yuangngoen P., Ngamcharoen P., Kongtraipop V., Bhanthumnavin D.E. An Exploration of Predictors of STEM Knowledge Integration among Generation Z Students: Focusing on 21st Century Skills. Foro De Educacion Vol.23 No.2 (2025) , 84-110. 110. doi:10.14201/fde.23205 Retrieved from: https://hdl.handle.net/20.500.14740/50727
Corresponding Author(s)
Other Contributor(s)
Abstract
This study seeks to predict and examine the factors influencing the degree of Science, Technology, Engineering, and Mathematics (STEM) knowledge integration among Generation Z students. Specifically, it aims to evaluate and compare the relative significance of three primary categories of explanatory variables: (1) variables related to experiential tourism, (2) variables pertaining to learning management models, and (3) variables associated with STEM skills. Adopting a predictive quantitative research design, this study gathered data from a sample of 840 Generation Z students, aged between 18 and 22, enrolled in tourism and hospitality programmes. The sample size was determined using G\*Power software and selected through a multi-stage quota random sampling technique. Data were collected via eleven summated rating scale questionnaires, each comprising six response options. The instruments yielded an average reliability coefficient of 0.794. Additionally, problem-solving skills exhibited a strong positive correlation with critical thinking skills (r = 0.692), highlighting the pivotal role of analytical competencies in interdisciplinary knowledge integration. These results underscore the critical value of instructional designs that foster active participation and cognitive engagement. The findings affirm a moderately strong positive association between STEM knowledge integration and several key variables, particularly student engagement, experiential learning, and problem-solving skills.