Addressing the Challenges of STEM Mature-Aged Students: Faculty Role in Promoting Sustainability and Well-Being in Higher Education

Abstract

Growing demand for STEM (Science, Technology, Engineering, and Mathematics) graduates, coupled with the evolution of the education system to accommodate mature-aged students, presents unique challenges for higher education institutions and, in particular, for faculty who directly affect the well-being of these students. At the same time, involvement of mature-aged students into education has great potential in addressing the sustainability concept by promoting lifelong learning, fostering social inclusion, and enhancing workforce adaptability. This paper aims to analyse the specific challenges faced by mature-aged students in STEM programmes and examine the critical role that faculty plays in addressing these challenges by promoting sustainability and well-being. Drawing on existing literature and empirical data, the research examines how faculty in STEM programmes can support mature-aged students by providing tailored support, fostering inclusive learning environments, and promoting well-being initiatives. By integrating student well-being into organisational cultures, this study emphasises the potential for higher education to contribute to Sustainable Development Goal 3: Good Health and Well-being and Sustainable Development Goal 4: Quality Education. The paper concludes with recommendations for faculty on how to develop and implement support structures that better serve mature-aged students, ensuring their success in STEM programmes and promoting an inclusive, sustainable academic environment.