EduNext - Social Constructivist Education: Opportunities for STEM Education Development through Team Learning and Collaboration

This study explores the factors influencing STEM learning performance through the EduNext - Social Constructivist Education model, emphasizing team learning and collaboration. Data were collected from 209 engineering students at FPT University through a survey. Structural Equation Modeling (SEM) was employed to test hypotheses regarding the direct and indirect relationships between collaborative learning, interactivity in learning, self-regulated learning, technology-enhanced learning, learning motivation, and STEM learning performance. The findings indicate that collaborative learning and technology-enhanced learning significantly impact learning motivation, which in turn enhances STEM learning performance. Additionally, selfregulated learning plays a crucial mediating role in improving learning outcomes. The study highlights the importance of integrating technology and fostering collaborative learning environments in STEM education, offering practical implications for policymakers and educators to improve curriculum design.