Engagement begins with relevance.
Curiosity beats compliance.
One of the most uncomfortable truths in education is this: Many students don’t disengage because they can’t learn; they disengage because learning feels meaningless.
In New Zealand, a significant proportion of students, particularly by mid-secondary report declining interest in maths and science. International research confirms that motivation and identity, not ability, are the biggest predictors of STEM persistence.
Inquiry-based learning changes that outcome.
When students investigate questions that matter; environmental challenges, community problems, technological solutions, STEM becomes relevant. Studies consistently show that inquiry-driven STEM improves attitudes toward science, boosts confidence and increases students’ willingness to continue with the sciences, technology and mathematics pathways.
Importantly, inquiry supports students who traditional models leave behind. It values exploration, discussion, creativity and multiple viewpoints, not just speed and memorisation. The Education Review Office has identified that science engagement increases when students are given opportunities to explore, question and connect learning to real contexts. This aligns with global findings: curiosity is not a distraction from learning; it is the engine of it.