“Background is a factor in STEM recruitment”

The working paper was written by the Nordic Institute for Studies in Innovation, Research and Innovation (NIFU) on assignment for the National Centre for STEM Recruitment, and compiles existing data on students’ subject choices in lower secondary, upper secondary and higher education.

A clear trend is that fewer students are choosing STEM-related electives in lower secondary school, which may have implications later in their education.

Fewer young people are choosing STEM subjects

The working paper includes figures for lower secondary, upper secondary and higher education.

At lower secondary level, fewer students overall choose technology and STEM subjects as electives, although interest in programming has increased since the 2021/2022 school year.

The number of upper secondary students choosing STEM subjects is also declining. Among students in the specialisation in general studies programme, the proportion choosing STEM subjects has fallen from 42 per cent in 2015 to 34 per cent in 2025.

In higher education, interest in STEM subjects appears more stable, according to the paper, although there has been a marked decline in applications to IT programmes in recent years.

Gender, social background and minority background

For the National Centre for STEM Recruitment, the working paper confirms established patterns.

“Recruitment to STEM subjects is not only about interest, but also about background, achievement and the opportunities students perceive they have,” says centre director Guro Rørvik.

Rørvik says that the three variables that influence who chooses STEM subjects are gender, social background and immigrant background, but that the effect of the latter is reduced when controlling for social background.

“This is also reflected in other NIFU reports, which show that students with highly educated parents are still overrepresented in STEM subjects.”

At the same time, students with immigrant parents are more likely to choose STEM subjects, which are typically associated with high educational aspirations and a desire for stable career paths, she explains.

The paper also highlights clear gender differences, Rørvik points out:

“Across the three educational levels, the largest gender difference is seen in lower secondary school, where boys are overrepresented in all three electives.”

A worrying trend

The National Centre for STEM Recruitment is particularly concerned about the declining interest in STEM subjects in lower secondary school, combined with declining achievement in mathematics and science.

Rørvik refers to a range of lower secondary school assessments showing a decline in student performance.

“This points to a systemic problem that starts early and is reinforced throughout the educational pathway,” says Rørvik.

She believes the value of the NIFU working paper lies in its holistic view of the educational pathway.

“It provides an important knowledge base for both development work and dialogue with the authorities.”

Grade pressure affects subject choices

The working paper also highlights the role of grade pressure. Students make strategic choices and avoid subjects they perceive as risky.

“The risk of lower grades in STEM subjects is a key reason they are not chosen,” says Rørvik.

She cites multiple sources indicating that girls are more likely to avoid subjects in which they think they will get lower grades, and that grade pressure has a stronger effect on girls. Girls also tend to underestimate their abilities in STEM subjects to a greater extent and need more encouragement to choose them, according to Rørvik.

Additional points for taking STEM subjects in upper secondary school will be reduced from a maximum of four points to a maximum of two from the 2028/2029 academic year.

“Given how much grades matter to students, it is reasonable to assume that fewer additional STEM points may lead to fewer students choosing these subjects,” says Rørvik.

“Excellent career opportunities”

The centre director notes that there is strong demand for STEM expertise, both nationally and globally.

“STEM subjects are key to solving challenges in technology, energy, health and security. These subjects also offer excellent career opportunities for the individual,” says Rørvik.

According to Rørvik, there is no simple solution to the recruitment challenge, but she calls for a more coordinated effort:

“If we are to succeed, the measures must be more systematic, better aligned and have support at both regional and political levels. The labour market must also be part of the solution.”

Rørvik believes, among other things, that we can learn from other countries.

“Experience from Finland and other European countries show that it is possible to increase students’ interest and get more of them to choose STEM subjects. Mastery and motivation are developed through systematic, long-term efforts and political commitment.”

Rørvik highlights the EU’s STEM strategy and the government’s work on a new national STEM strategy as important measures.

“The labour market is also crucial, as it provides relevance, role models and an understanding of how the subjects are used,” she says.

What about gender?

The proportion of students choosing STEM and technology electives in lower secondary school has, as described, declined in recent years and shows a skewed gender balance. Programming has remained relatively stable, but it also has the highest gender imbalance, with only 16 per cent of students being girls in the 2024–2025 school year, according to Rørvik.

Different STEM subjects also tend to be either female- or male-dominated.

“For example, we find that boys dominate physics and technological subjects, while girls more often choose biology and chemistry,” she says, adding:

“Data from the Norwegian Directorate for Education and Training confirm this at upper secondary level, and we also see this gender divide in application figures for higher education.”

Men are clearly in the majority in technology and information technology. In contrast, STEM-related health programmes such as medicine, pharmacy, biomedical laboratory technology, orthopaedics, prescriptionist training and radiology are heavily dominated by women.

“In the STEM category overall, the gender distribution is roughly 50/50, but this masks large differences between subject areas.”

Note: We have been in contact with the author of the working paper, Marte Ulvestad, who did not wish to be interviewed.

Translated by Totaltekst.