This study examines the factors influencing enrollment in Science, Technology, Engineering, and Mathematics (STEM) programs at Kasama College of Education (KCE) and St. Mary's College of Education (SMCE) in Zambia. The study focuses on socio-economic barriers, cultural perceptions, availability of resources, and the role of mentorship in shaping students' decisions to pursue STEM education. A mixed-method research design was employed, combining quantitative and qualitative approaches. Data were collected through structured questionnaires, interviews, and focus group discussions involving students, lecturers, and administrators. The findings reveal that financial constraints, negative societal attitudes, inadequate infrastructure, and lack of mentorship significantly hinder STEM enrollment. The study concludes that addressing these challenges requires coordinated efforts from government, institutions, and stakeholders. Recommendations include increased financial support, improved infrastructure, gender-sensitive interventions, and establishment of mentorship programs.
Chisenga Langfield (Thu,) studied this question.