Boosting STEM participation in tertiary education: a persistent challenge

Current situation

Across the EU, just over a quarter (26.9%) of tertiary students are studying STEM (Science, Technology, Engineering and Mathematics) subjects—falling 5.1 percentage points below the proposed EU's 2030 target of at least 32%. The picture varies widely between countries. Germany leads the way at 35.5%, followed closely by Finland (35.3%) and Greece (33.7%). By contrast, 12 EU countries still have STEM enrolment rates below 25%.

Engineering, manufacturing and construction dominate the STEM landscape, attracting more than half (54.6%) of all STEM students. Far fewer choose natural sciences, mathematics and statistics (25.1%) or ICT (20.3%). Yet these averages mask striking national differences—especially in ICT. For example, just 8.8% of tertiary students in Italy are enrolled in ICT programmes, compared to 37.7% in Luxembourg.

The trend

Over the past decade, the share of tertiary students enrolled in STEM across the EU has fallen slightly, dropping by 0.7 percentage points. Half of EU countries (13 in total) have seen declines, pointing to a shift in student interest away from STEM disciplines.

Despite growing public awareness of skills shortages and increasing demand for STEM professionals, this has not translated into more young people entering these fields. In fact, STEM enrolment dipped again between 2022 and 2023, albeit slightly by 0.2 percentage points.

The driving factors

The Education and Training Monitor 2025 and a recent ENESET report discuss the factors driving students’ choice to pursue STEM education.

Early curiosity and positive school experiences are key, with maths self-efficacy strongly influencing STEM interest. Family background matters too. Higher “science capital” (including parental scientific knowledge, family discussions about science, engagement in science-related activities outside of school) and STEM-employed parents increase engagement and achievement in STEM.

Career perceptions shape choices, as STEM is often viewed as less creative and less people-oriented than other fields. Institutional factors - including admissions, funding, labour market conditions, and the higher cost of delivering STEM education - also influence enrolment capacity.

Background

The 2025 Union of Skills has proposed an EU-level target for STEM enrolment in tertiary education: by 2030, the share of students enrolled in STEM fields in tertiary education should be at least 32%.

The STEM Education Strategic Plan is part of the Union of Skills strategy and aims to tackle critical challenges in STEM education. It also aims to unlock opportunities across the EU, ensuring its competitiveness, preparedness, and technological leadership.

Disclaimer: The Education Chart of the Month does not constitute a policy position of the European Commission. Neither the European Commission nor any person acting on behalf of the Commission is responsible for any use made of the Education Chart of the Month.

Please cite as: European Commission (2025). Boosting STEM participation in tertiary education: a persistent challenge. Education Chart of the Month, December 2025. Directorate-General for Education, Youth, Sport and Culture.