STEM is recognised by the Swiss public, as well as by STEM decision-makers, as being central to innovation, prosperity and tackling global challenges. However, whilst decision-makers view STEM as a strategic necessity, the general public is more cautious. The public’s views on the prestige of STEM professions are mixed. Many associate STEM with high demands and complex tasks.
The following points summarise the key findings of the first Swiss STEM Sentiment Barometer and highlight where decisive levers for the coming years might lie.
Differing perceptions between the general public and decision-makers:
Decision-makers consistently rate the importance of STEM skills and professions higher and more comprehensively than the general public. Whilst the general public tends to view STEM in a collective context (society, the economy), decision-makers also emphasise the personal benefits. Communication strategies for promoting STEM must focus more closely on the everyday perspectives of the general public in order to create relevance and a sense of connection.
Early support is the key to securing a long-term supply of skilled workers:
The results show that decision-makers see the greatest potential in fostering enthusiasm and supporting children and young people at an early stage. Setting the course early on – for example through playful learning, practical and stereotype-free teaching – strengthens skills
in the long term and lays the foundation for later educational and career decisions. Teachers at all levels, as well as parents and guardians, therefore play a key role in promoting STEM. STEM promotion must consequently be understood as a task for society as a whole: the general public must be made more broadly aware of the importance of STEM skills.
STEM requires a practical focus, relevance to everyday life and accessibility:
Criticisms of STEM subject teaching primarily concern the lack of connection to everyday life and practical application. To ensure that STEM is not perceived merely as an abstract social or economic topic, a stronger link to people’s everyday lives is needed. Teaching, further education programmes and communication strategies should address concrete realities of life, emphasise practical applications and be easily accessible. This will help foster enthusiasm and motivation, reduce frustration and prejudice, and highlight the relevance of STEM skills for everyone.
Social standing and communication are crucial:
Although STEM professions and skills are held in high regard, the general public places less emphasis on them than decision-makers do. The public places greater emphasis on challenges such as difficult training, high intellectual demands or the lack of female role models. STEM is more than just an economic issue; it is part of society’s understanding of the future, innovation and participation.
STEM promotion must work to enhance the appeal and image of STEM careers. The gap between societal standing and personal appeal must be specifically addressed. To reach more people, clear, positive communication is needed regarding the significance, opportunities and diversity of STEM – particularly to break down stereotypes (e.g. gender roles, everyday life in STEM).
STEM promotion should also be embedded in communication, culture and society – through the media, public debates and role models that highlight diversity and creativity.
Sustainable promotion focuses on education rather than short-term labour market measures:
Both the general public and decision-makers consider the promotion of young talent and educational quality to be the most effective strategies. Although lateral entry or recruitment from abroad is not ruled out, it is considered secondary. This shows that support focused on education and long-term structures is the key strategy for the future. What is crucial is support that focuses on long-term structures within the education system, rather than filling short-term gaps in the labour market.
