ABSTRACT
The ongoing digitalisation of the learning processes has both opportunities and obstacles for the educational attainment of students in STEM subjects. In this paper, we summarise student experiences with digitalisation during the COVID-19 pandemic and provide recommendations for how to improve teaching methods of STEM education. The research was conducted through focus groups in a workshop format at 15 European STEM universities across 8 different countries obtaining 147 responses from students. This paper also aims to analyse how the digital competency of both students and professors has been impacting the effectiveness of new teaching methods and education tools during online classes since the start of the pandemic. Students have a variety of needs, with some students preferring the flexibility and anonymity online work gives them, while others thrive better when they are face to face with instructors and dislike the limitations that exist in virtual communication. In addition, we looked at how students view changes in the evaluation of projects and tests that have occurred to prevent cheating. The results show the relevance of digital education and which aspects of it need to be developed further. The paper further explores possible solutions for the issues identified in this research, including learning, methodological and skill development aspects. Overall, we propose hybrid classrooms where students have the choice to explore which method of learning best fits them and how professors can support them to ensure the best educational outcome. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.