Given the concurrent challenges of declining participation rates in STEM education and the growing societal demand for STEM expertise, understanding and implementing motivation-enhancing interventions is essential for safeguarding the future STEM workforce and enabling societies to respond to technological and societal challenges. This narrative literature review synthesized studies published between 2014 and 2025 and aimed to elucidate the underlying rationales and drivers of motivation-focused STEM research, as well as to identify and evaluate interventions designed to increase students’ motivation for STEM. The synthesis identified four recurring drivers of motivation-focused STEM research: increasing demand for the STEM workforce, inequities in STEM participation, the strategic socioeconomic importance of STEM and declining student motivation over time. Interventions were analytically grouped into six categories: motivational STEM interventions/programs, community engagement initiatives, hands-on learning approaches, supportive instructional materials and educational technologies, extracurricular interventions, and interventions leveraging social support. Overall, the synthesis indicated that motivational effects were shaped less by the setting of an intervention and more by its implementation characteristics, including duration, intensity, pedagogical integration and alignment with students’ motivational needs. Interventions that were sustained and well-integrated tended to have more positive effects, whereas short or weakly embedded approaches yielded mixed or transient outcomes. The insights presented here provide structured guidance for educators and policymakers seeking to foster more motivated STEM learners, with potential implications for improving retention in STEM pathways and addressing the growing societal demand for STEM professionals.
Kegels et al. (2026) studied this question.