An Exploration of Predictors of STEM Knowledge Integration among Generation Z Students: Focusing on 21st Century Skills

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.