From the classroom to future careers: how science capital shapes STEM aspirations in Abu Dhabi

As the United Arab Emirates (UAE) works to build a knowledge-based economy, encouraging more young people to pursue careers in science, technology, engineering, and mathematics (STEM) has become a national priority. But what makes students see science as relevant to their lives and future careers? A study published on September 1, 2026, in ECNU Review of Education (https://journals.sagepub.com/doi/10.1177/20965311261472504) explores this question by examining the relationship between science capital and science-related career aspirations among students in Abu Dhabi. 

Conducted by Martina Dickson, Dean Cairns, Ye Cao, Jennifer M. Robinson, and Melissa McMinn, the study is the first to apply the concept of science capital in the UAE context. Science capital encompasses the social, cultural, and economic resources that shape a person's relationship with science. These include attitudes toward science, confidence in engaging with it, participation in science-related activities, exposure to science through media, connections with people who have scientific knowledge, and an understanding of the value of science qualifications.

To investigate how these resources relate to students' career aspirations, the researchers surveyed 429 middle and high school students in government schools in Abu Dhabi. The questionnaire included 11 items adapted to the UAE context to measure different aspects of science capital. Students were also asked whether they would like to pursue a job involving science in the future. The researchers used exploratory factor analysis to examine the structure of the science capital measure and logistic regression to assess its relationship with career aspirations.

The results suggest that science capital scale is a meaningful and reliable measure in the UAE context. Students reported particularly positive views of science's practical value: 90% agreed that a science qualification could help them obtain a wide range of jobs, while 83% said science was useful in everyday life. Teachers also emerged as an important source of encouragement, with 82.3% of students agreeing that their teachers encouraged them to continue studying science. However, opportunities to engage with science outside the classroom appeared more limited. Only 26.4% of students reported that they were currently members of,  or had previously participated in, an after-school science club.

The central finding was a significant positive relationship between science capital and students' aspirations for science-related careers. The statistical model explained 39% of the variation in career aspirations, highlighting science capital as an important factor associated with students' plans for the future. 

The study also highlights the role of schools in shaping students' relationship with science. In the UAE sample, school-related influences appeared more prominent than family influences in shaping students' science attitudes and dispositions. This differs from patterns reported in earlier UK research, where family and parental influences have played a prominent role in young people's engagement with science. The authors suggest that teachers in the UAE may be particularly well placed to help students recognize the range of educational and career opportunities that science can offer.

These findings have practical implications for science teaching. Schools could help strengthen students' science capital by connecting classroom learning with everyday life, explaining how science qualifications can open doors to different careers, and introducing students to a wider range of science-related professions. Opportunities to meet people working in scientific fields and participate in science clubs or other hands-on activities could also help students build connections with science beyond their lessons. The authors further highlight the potential value of involving families and local communities, giving students a voice in curriculum design, and providing professional development to help teachers incorporate science-capital-informed approaches into their practice. 

The researchers acknowledge that the study has limitations. Because the sample came from government schools in Abu Dhabi, the findings cannot be assumed to represent all students across the UAE. They call for further research involving larger samples, schools other emirates, and closer examination of differences across demographic groups.

Overall, the study provides initial evidence that science capital is relevant to understanding students' science career aspirations in the UAE. By highlighting the role of school science and teachers, it points to practical ways educators can help young people see a place for science in their future, and potentially encourage greater participation in STEM education and careers.