Integrating well-being strategies into STEM education

Abstract

Introduction: Student well-being is increasingly recognised as a critical determinant of academic engagement, persistence, and success in higher education. However, STEM programmes are characterised by high cognitive demands, intensive assessment, and practical requirements that may increase stress and reduce students' sense of belonging. In South Africa, these challenges are compounded by historical inequalities and uneven access to academic and psychosocial support. Guided by Self-Determination Theory, this study explored how well-being strategies can be embedded within STEM education to support students' psychological needs for autonomy, competence, and relatedness. Methods: A qualitative, interpretivist research design was employed. Semi-structured interviews were conducted with 20 undergraduate STEM students at a South African public university. Data were analysed using Braun and Clarke's six-phase thematic analysis, combining inductive coding with deductive interpretation informed by Self-Determination Theory. Results: Four interrelated themes emerged. First, students conceptualised academic success beyond grades, emphasising mastery, understanding, and the application of knowledge. Second, motivation and persistence were enhanced through recognition, constructive feedback, and acknowledgement of effort. Third, participants highlighted the importance of psychological well-being, work–life balance, and boundary-setting to prevent burnout. Finally, students described employing personal and relational coping strategies, including planning, leisure activities, and social support networks, to sustain engagement and resilience. Discussion: The findings demonstrate that student well-being is embedded within everyday learning experiences rather than existing as a separate support function. Pedagogical practices that foster autonomy, competence, and relatedness can strengthen both well-being and academic engagement. The study highlights the value of mastery-oriented assessment, formative feedback, reflective learning opportunities, and peer learning communities in promoting sustainable student success. Embedding well-being within STEM pedagogy offers a practical pathway for enhancing equity, resilience, and educational outcomes in South African higher education.