Background
Australia faces a persistent challenge in increasing participation and achievement in Science, Technology, Engineering, and Mathematics (STEM) education, particularly among students from underrepresented backgrounds, including those from low socio-economic (low-SES) communities, regional areas, and Indigenous populations. Research indicates that early disengagement from STEM subjects significantly reduces the likelihood of students pursuing STEM-related careers, contributing to a skills gap in critical industries.
Technology overview
The MindSET-do project was developed in response to this issue, aiming to bridge the gap in STEM accessibility and engagement. The project also sought to address the shortage of STEM and technologies-trained teachers to encourage the next generation of students to select science subjects, enter tertiary courses and join the STEM workforce. Recognising that traditional classroom approaches often fail to capture student interest in STEM, the program sought to implement evidence-based, hands-on learning experiences that build confidence, competence, and long-term interest in STEM subjects. By engaging students in real-world problem-solving, industry collaborations, and teacher-supported STEM activities, MindSET-do aimed to address systemic barriers to STEM participation and create equitable pathways for all students, regardless of background.
Through a structured research-informed engagement approach, the MindSET-do team has developed, delivered and evaluated STEM education programs that have impacted over 200 primary and secondary schools and 12,000 students, provided professional development for over 600 teachers and STEM workshop delivery training to over 30 pre-service teachers in the Sunshine Coast and Wide Bay-Burnett regions and greater regional Queensland. The program’s research explored multiple facets of STEM education, including teacher preparation, student engagement, and curriculum design, with findings informing the development of targeted interventions to enhance STEM participation.
Benefits
Findings from these studies informed the development of targeted teacher training and STEM engagement initiatives, with the aim of improving preservice teachers' confidence in integrating technology and fostering student engagement in STEM from an early age. By focusing on both educator development and student participation, the MindSET-do program has contributed to enhancing STEM learning outcomes and increasing interest in STEM pathways among primary and secondary students.
The MindSET-do program is based on research in STEM education and equity-focused learning strategies, demonstrating that early and sustained exposure to STEM activities increases student confidence and future participation in STEM pathways. Studies underpinning the program emphasize the importance of active, problem-based learning and mentorship in fostering long-term engagement.
Intellectual Property
The MindSET-do website is maintained as a vibrant repository of STEM education resources and a social networking site that features our researcher and presenter biographies, project news, research updates, activities and outputs.
Applications
- Primary and Secondary School Programs – interactive workshops and classroom activities that introduce students to STEM concepts in an engaging, real-world context
- Industry and Community Collaboration – partnerships with local schools, community groups and businesses in the region, the Sunshine Coast Council and other universities to provide real-world applications of STEM learning
- Teacher Professional Development – supporting teachers with STEM teaching strategies to improve delivery and engagement
Commercial opportunity
UniSC is seeking a commercialisation partner for the further development and deployment of the MindSET-do research program, in the target applications for all countries worldwide.
Brief note on scientific founders
Dr Natalie McMaster– is a Lecturer in Education and Project Lead for the MindSET-do STEM engagement initiative at the University of the Sunshine Coast (UniSC). Her research focuses on integrated STEM and technologies education, with a longitudinal study (since 2022) exploring how early positive STEM experiences can boost awareness, interest, and aspirations for STEM subjects and careers. Natalie is part of the MindSET-do research team alongside colleagues from UniSC, UQ, and ECU, and is a member of UniSC’s STEM research group. She represents UniSC in the Australian Technologies Teacher Educators Network (ATTEN) and convenes the Technology and Learning SIG for the Australian Association for Research in Education (AARE), fostering international research collaborations. Natalie works closely with schools, councils, and industry to enhance stakeholder engagement and translates her research into practical teaching and professional development tools for education, business, and community sectors.
Associate Professor Michael Carey– is a quantitative researcher in the field of education, specialising in English language and literacy. He has over 20 years’ experience in developing mixed methods designs in Education research, including design, delivery and evaluation of education programs to determine impact and transformation as measurable and evidenced outcomes. He has taught and conducted research within applied linguistics in the fields of Teaching English to Speakers of Other Languages (TESOL), speech science (perception and pronunciation modification), academic writing, language testing and assessment, and preparation for the International English Language Testing System (IELTS).
Professor Kate Williams– is a developmental scientist, intervention designer, evaluator, and leader, working at the intersection of health and education to address inequities that often arise from early childhood. She is recognised as an international expert on social-emotional, self-regulation, executive function, cognitive, and sleep development, and the parenting, educational, and intervention contexts that support such. Kate typically uses large population datasets, program design and evaluation, and modern quantitative and mixed method approaches across her research program. She is an expert in the use of flagship Australian population datasets including the Longitudinal Study of Australian Children, and the Longitudinal Study of Indigenous Children, and is a leading international playgroup researcher.
Contact
For further information concerning the commercial opportunity please contact:
Michael Finney – Commercialisation Advisor