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The use of 3D printing in science, technology, engineering and mathematics (STEM) learning is a promising way for integrated STEM education. This study examined the influence of 3D printing infused STEM integration on students' interest in STEM careers, which is essential for students to participate in STEM disciplines and future STEM careers. The participants included 26 teachers across six states in the United States and their 1455 students in primary and secondary classrooms. Teachers' lesson plans were analysed to examine the level of 3D printing and STEM integration. Students' interest in STEM careers was measured using a previously validated career interest scale. Cluster analysis and multiple regression analysis indicated that girls were more interested in empathetic STEM careers, whereas boys were more interested in analytic STEM careers. While 3D printing integration level was not a significant predictor, teachers' STEM integration level positively predicted students' interest in both analytic and empathetic STEM careers. Practitioner notesWhat is already known about this topicStudent career interest in primary and secondary school predicts college degree and career choice.3D printing has the potential to improve students' interest in STEM careers.STEM career interest is associated with student gender.What this paper addsThis study examined the role of 3D printing and STEM integration level and student gender in students' STEM career interest.Teachers' 3D printing integration level was not a significant predictor, but STEM integration level positively predicted students' interest in STEM careers.This study confirmed that boys were more interested in Analytic STEM careers, whereas girls were more interested in Empathetic STEM careers.Implications for practice and/or policyStudent STEM career interest improves when teachers integrate STEM in their instruction.STEM instruction can be made relevant by focusing on empathetic aspects of STEM for girls, but caution should be exercised to minimise stereotyping. [ABSTRACT FROM AUTHOR]

This paper describes a decolonial perspective on material agency in the context of STEM education and application. Using the framework of generative STEM, we engaged in case studies with African, African American, South American, and Native American educational communities. This research shows that understanding material agency based on Indigenous knowledge systems can open a rich source of research and education content. Using a suite of simulations, Culturally Situated Design Tools, we apply this body of research to the classroom. One important theoretical conclusion is the contrast to a "content agnostic" position. A generative framework instead offers a robust blend of user agency and instructional guidance. The outcomes indicate statistically significant and notable improvement for STEM skills and interests. We conclude with a contrast to the quantum epistemology approach to posthumanism. We show that the Indigenous material agency framework in generative STEM is a better fit to decolonial aspirations, and that it offers a more transformative vision for the potential role of STEM in transitioning from an extractive to a generative economy. [ABSTRACT FROM AUTHOR]