In the evolving landscape of STEM education, a recent groundbreaking study sheds new light on the quality of teaching as experienced by gifted students, revealing significant disparities between in-school and out-of-school learning environments. This research, conducted by Jaggy, Wagner, Fütterer, and colleagues, offers unprecedented insights into how context influences the effectiveness of STEM instruction, raising important questions about how education systems can better nurture gifted learners both inside and beyond traditional classroom walls.
STEM—an acronym for Science, Technology, Engineering, and Mathematics—has become the cornerstone of 21st-century education and workforce development. As societies increasingly depend on innovation and digital competence, the education of gifted students in STEM fields takes on critical importance. The new study meticulously examines how gifted students perceive the quality of STEM teaching across two distinct contexts: formal learning within schools and informal learning environments outside school settings.
One of the most striking findings is the variance in perceived teaching quality between these settings. Gifted students consistently reported higher satisfaction and engagement with STEM instruction outside of the conventional classroom. This suggests that learning environments beyond school—such as clubs, competitions, science museums, and online platforms—might offer richer, more stimulating experiences for advanced learners, tailored to individual interests and allowing deeper exploration of scientific concepts.
The researchers employed a sophisticated methodological framework involving quantitative assessments and qualitative feedback from a diverse sample of gifted students. This approach enabled a nuanced understanding of teaching quality through multiple lenses, including instructional methods, teacher responsiveness, and the alignment of curriculum with students’ abilities. The findings illuminate the predominance of rigid curricula and standardized assessments in schools, which often constrain the pedagogical freedom necessary to meet the expectations of gifted learners.
Moreover, the study highlights the importance of personalized teaching approaches in STEM education. In out-of-school learning environments, educators frequently adapt their instruction to the interests, pace, and prior knowledge of individual students, thereby enhancing intrinsic motivation and conceptual understanding. Contrarily, in many school settings, the uniform delivery model fails to account for diverse cognitive aptitudes, leaving gifted students underchallenged and potentially disengaged.
A compelling technical aspect of the research involves the use of advanced psychometric instruments to gauge teaching quality. These tools assess not only content delivery and clarity but also the extent to which teaching encourages critical thinking, problem-solving, and creativity—the hallmarks of effective STEM education for gifted learners. The comparative analysis underscores that out-of-school venues excel in fostering these higher-order cognitive skills through experiential and inquiry-based learning modalities.
The study also delves into the role of teacher expertise and professional development. In-school STEM teachers often face systemic limitations, including large class sizes, curriculum mandates, and insufficient training to cater to gifted students’ unique needs. Contrastingly, facilitators in extracurricular settings frequently possess specialized knowledge and undergo targeted training that equips them to deliver more engaging and customized experiences. This disparity calls for policy interventions aimed at enhancing teacher preparation and support within the formal education sector.
Importantly, the research addresses the social and emotional dimensions of STEM learning for gifted students. Out-of-school contexts tend to provide nurturing communities where gifted learners can interact with peers sharing similar interests and abilities. These social dynamics not only boost motivation but also reduce feelings of isolation, which gifted students often experience within heterogeneous classrooms. The implications extend to educational equity, suggesting that fostering supportive peer networks is vital for the holistic development of gifted individuals.
The authors caution, however, that out-of-school learning opportunities are not universally accessible, which raises concerns about equity in STEM education. Socioeconomic disparities often restrict gifted students’ participation in enrichment activities outside the classroom. Consequently, the study advocates for systemic reforms that enhance access to high-quality STEM experiences across diverse populations, ensuring that giftedness is nurtured regardless of background.
From a policy perspective, the research advocates for a hybrid model of STEM teaching—integrating the strengths of formal and informal education to create flexible, enriched pathways for gifted learners. This could include incorporating project-based learning, mentorship programs, and technology-enhanced instruction within schools, alongside supporting robust extracurricular ecosystems. Such an approach aims to dissolve the rigid boundaries that currently hinder the optimization of STEM education quality.
The findings resonate deeply with current educational trends emphasizing learner-centered pedagogies and the use of digital tools. The researchers suggest that the incorporation of adaptive learning technologies could help bridge the gap between in-school and out-of-school teaching quality. Adaptive systems that personalize content based on real-time assessment data have the potential to mimic the individualized attention often experienced in extracurricular settings, thereby enhancing engagement and achievement.
From a technical standpoint, the study’s latent profile analyses reveal distinct patterns of teaching quality perceptions within subgroups of gifted students. Some report consistently positive experiences across both contexts, whereas others identify significant deficiencies in school-based instruction. These profiles underscore the heterogeneity inherent in gifted populations and the necessity for differentiated educational strategies that accommodate variability in learner profiles and preferences.
The research further explores the impact of teacher-student interactions on the efficacy of STEM learning. In out-of-school contexts, interpersonal dynamics tend to be more collaborative and mentor-like, fostering autonomy and self-directed inquiry. Conversely, in school settings, hierarchical structures often limit interactive exchanges, thereby diminishing opportunities for gifted students to engage deeply with content and educators. This insight calls for reforming classroom cultures to promote more dialogic and participatory teaching styles.
Another notable dimension examined involves the curricular content itself. Out-of-school programs frequently offer cutting-edge, interdisciplinary topics that connect STEM concepts to real-world applications. This contrasts with often outdated or compartmentalized school curricula that fail to demonstrate the relevance and excitement of STEM fields. The study asserts that curriculum innovation within schools is vital to capturing the passion and curiosity of gifted students.
The investigation also brings to light the importance of formative assessment practices in STEM education. Gifted students benefit significantly from ongoing feedback that promotes reflection and iterative learning, rather than solely summative evaluations. Out-of-school contexts excel in this domain by providing tailored assessments that inform personalized learning trajectories. Schools are encouraged to adopt more dynamic assessment frameworks that support continuous improvement and growth mindset development.
In conclusion, this authoritative study foregrounds critical disparities between instructional contexts in STEM education from the perspective of gifted learners. It advocates for a multi-pronged approach combining enriched curricular content, teacher professional development, equitable access to extracurricular opportunities, and innovative pedagogies aimed at harnessing the full potential of gifted students. As STEM fields continue to shape technological progress and economic competitiveness, optimizing education quality across contexts is imperative to cultivating the next generation of scientific innovators.
Subject of Research: Teaching quality in STEM education for gifted students across in-school and out-of-school contexts.
Article Title: Teaching quality in STEM education: differences between in- and out-of-school contexts from the perspective of gifted students.
Article References:
Jaggy, AK., Wagner, W., Fütterer, T. et al. Teaching quality in STEM education: differences between in- and out-of-school contexts from the perspective of gifted students. IJ STEM Ed 12, 53 (2025). https://doi.org/10.1186/s40594-025-00576-w
Image Credits: AI Generated
DOI: https://doi.org/10.1186/s40594-025-00576-w
