Acceso usuarios
Naksit Sakdapat, Pawit Yuangngoen, Pannika Ngamcharoen, Vaewan Kongtraipop, Duchduen Emma Bhanthumnavin
This study seeks to predict and examine the factors influencing the degree of Science, Technology, Engineering, and Mathematics (STEM) knowledge integration among Generation Z students. Specifically, it aims to evaluate and compare the relative significance of three primary categories of explanatory variables: (1) variables related to experiential tourism, (2) variables pertaining to learning management models, and (3) variables associated with STEM skills. Adopting a predictive quantitative research design, this study gathered data from a sample of 840 Generation Z students, aged between 18 and 22, enrolled in tourism and hospitality programmes. The sample size was determined using G\*Power software and selected through a multi-stage quota random sampling technique. Data were collected via eleven summated rating scale questionnaires, each comprising six response options. The instruments yielded an average reliability coefficient of 0.794. Additionally, problem-solving skills exhibited a strong positive correlation with critical thinking skills (r = 0.692), highlighting the pivotal role of analytical competencies in interdisciplinary knowledge integration. These results underscore the critical value of instructional designs that foster active participation and cognitive engagement. The findings affirm a moderately strong positive association between STEM knowledge integration and several key variables, particularly student engagement, experiential learning, and problem-solving skills.
