As technology continues to transform the world around us, educators play a vital role in helping students connect classroom learning to real-world possibilities. Explore how igniting curiosity through computer science and STEM can spark creativity, build essential future-ready skills, and inspire students to see themselves as innovators shaping what comes next.
When I reflect on the beginning of my career, I recall how often students asked me, “When will I ever use this?” It is a question that I asked when I was a student myself. I’ve had students in my Spanish classes and eighth-grade STEAM course challenge the content they are learning with similar questions now. My response has always been that learning is about seizing opportunities to build awareness of various topics and develop skills in different areas, which will ultimately lead to future success. And, in my own experience, what I studied in high school did not predict my future career choice, however, the various courses that I took did help me to develop essential skills to be successful.
Now, as emerging technologies, including artificial intelligence, data science, and robotics, reshape our world, it’s more important than ever that we provide a variety of opportunities to learn about these topics. As educators, our challenge is not just to teach computer science or STEM, but to ignite the curiosity that drives lifelong learning and prepares students for future careers. We need to help students connect what they’re learning in the classroom to the possibilities of their future, especially with the increasing number of STEM-related careers available and in demand.
Computer science and STEM fields need to become an integral part of students' ongoing learning, not just in content-specific classes. Opportunities to engage in learning focused on computer science and STEM offer numerous benefits, including sparking curiosity, boosting creativity, and promoting career exploration.
Years ago, I thought that computer science simply referred to coding, but I have realized that there is so much more to it than writing algorithms. In teaching computer science, I focus on helping students develop skills in collaboration, design thinking, problem-solving, and resilience, which are transferable skills that can be applied across disciplines and potential career paths. When we frame CS and STEM learning around sparking curiosity and creativity, we can boost engagement and help students see themselves as creators and innovators, rather than just consumers of technology.
In my experience, students have expressed that they believe STEM is only for people who excel in math or science, or plan to become engineers. However, I tell them that STEM is a way of thinking that promotes problem-solving, creativity, collaboration, and perseverance. I remind students that every innovation that ever occurred started with a question of “What if?” The scientist, the artist, the entrepreneur, and the risk-taker all used that same spark of curiosity. And this is why integrating STEM across all disciplines is important.
Think about a world language class where students collaborate and design an app to help travelers communicate abroad, or a social studies project where students model the impact of renewable energy in various countries, and in these innovations, students use AI and emerging technologies. Developing different kinds of cross-curricular connections shows that STEM isn’t confined to one classroom or content area, but instead, a way to better understand the world.
To spark students’ interest, I sometimes pretend that I don’t know how to fix a coding problem or act like I don’t know how to use a STEM tool in our classroom. I then ask students for help to see how they will collaborate and problem solve. What I have noticed is that when students are encouraged to take risks, test, fail, and try again, they build resilience and problem-solving skills, the exact skills that employers seek.
To boost student engagement, I always try to connect their learning to the real world. Through project-based learning (PBL) and exploration of the United Nations Sustainable Development Goals (SDGs), for example, students can identify global challenges and work together to find solutions. Whether it’s designing an app to solve a local or global challenge, creating an AI solution that identifies and sorts recycling materials, or coding an animation that tells a story in another language, real-world relevance boosts motivation in learning.
In my classroom, when students create PSAs to inform others about digital citizenship, cybersecurity, and the uses of AI solutions to solve challenges, it helps them develop a variety of skills, understand the challenges, and consider how the technology available to us can present possible solutions. They learn how to apply technology and skills in computer science and STEM for the greater good.
I’ve seen this happen so often in my STEAM Emerging Technology course and even my Spanish classes. When students learn about AI and how it recognizes patterns, or how wearable technology can collect health data, and how these technologies are used in the world, it leads to increased curiosity and questioning. Over the years, I have seen curiosity decrease during a student’s educational experience, and through opportunities like these, I have seen it enhanced and continue to grow.
Students have said to me, “I didn’t know computer science could help people.” I think of that comment often because it reminds me why focusing on these areas matters. Whether a student has dreams of becoming an engineer, working in business, healthcare, or becoming an entrepreneur, for example, understanding technology is no longer optional. Understanding technology and how to use it appropriately and safely leads students to become informed, empowered citizens who will find success in their future careers.
One of the most effective ways to ignite career curiosity is through partnerships between schools, industries, and community organizations. When students meet professionals who are working in the field, it helps them to visualize themselves in those roles.
Career curiosity doesn’t develop on its own; it grows through exposure and experience. When students realize that their ideas have the potential to make an impact, their confidence grows. With opportunities to meet professionals, see the tools they use, or hear their career stories, they begin to visualize possibilities for themselves.
Schools can build these partnerships with local businesses, universities, and community organizations. Bringing in guest speakers, arranging in-person or virtual field trips, or collaborating with other classes or community members on real-world projects brings relevance to life. Learning becomes more meaningful, and students are better prepared for the future.
If we want to engage students in computer science and STEM, we must demonstrate to them that what they’re learning is both relevant and applicable in the present and will be needed in the future as well. Career-connected learning brings relevance to the classroom in ways that traditional lessons cannot.
For example, students might:
As a recommendation to educators deciding on activities, I have used some AI tools to brainstorm ideas. Two that I have used that have helped to think through activities, differentiation, assessments, UDL, and Portrait of a Graduate have been Learning Genie and TeachShare. Taking ideas from what I can design using these tools as an assistant has helped me provide more options for my students. I share with students that I use these different tools, how they work, and use the conversations as a way to spark their curiosity for tools they might create or careers where these tools are beneficial.
Igniting career curiosity in computer science and STEM is about nurturing creativity, fostering connections, and building confidence. It’s about showing students that technology is a tool for change, and that they have a place in shaping what comes next.
It is also about changing the narrative and making a shift from “you need to learn this” to “look what you can do with this.” When students recognize this shift, they will see the value in risk-taking and exploring new ideas and be better prepared for what the future brings.
About the Author:
Dr. Rachelle Dené Poth is an award-winning educator, attorney, and international speaker with nearly 30 years in education. She is the author of ten books and consults with school districts across the U.S. on AI integration, AI and the law, cybersecurity, digital citizenship, and future-ready learning. Rachelle is a podcaster and frequently moderates and serves on discussion panels. Follow her on Twitter, Instagram, and connect on LinkedIn.