Designing Resilient STEM Trajectories: An Ecological Framework for Sustained Participation
Ziegler A, Stoeger H (2026)
Publication Type: Journal article
Publication year: 2026
Journal
Book Volume: 16
Article Number: 790
Journal Issue: 5
Abstract
STEM learning unfolds over many years. It is shaped by changing contexts, transitions, and occasional breaks. However, much of the existing work still focuses on single stages or isolated factors. This article introduces the E3 Framework. Its purpose is to provide a language for examining why some STEM trajectories endure, why others fade, and what kinds of ecological alignment allow learning to remain viable in the flow of real life. Based on a systemic approach, we aim to explain how STEM participation is preserved over time. This framework describes stability as the result of interactions among three ecological domains: resources, regulation, and time. We identify five key functions—robustness, regulatory re-alignment, renewal, informational persistence, and environmental fit. These functions show how engagement holds steady or recovers as circumstances shift. The E3 Framework offers a way to analyze how supports, feedback loops, and time-related structures either come together or fall apart. We provide simple design guidelines and matrices to show how educators and policymakers can better support STEM trajectories.
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Germany (DE)How to cite
APA:
Ziegler, A., & Stoeger, H. (2026). Designing Resilient STEM Trajectories: An Ecological Framework for Sustained Participation. Education Sciences, 16(5). https://doi.org/10.3390/educsci16050790
MLA:
Ziegler, Albert, and Heidrun Stoeger. "Designing Resilient STEM Trajectories: An Ecological Framework for Sustained Participation." Education Sciences 16.5 (2026).
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