In 2014, the first Swiss STEM Youth Barometer found that, whilst young people find technology and the natural sciences interesting, they nevertheless rarely choose a career in these fields. The Swiss Academies of Arts and Sciences and the SATW have now updated the study in collaboration with the FHNW School of Education – with mixed results: despite intensive efforts to promote STEM subjects, key patterns have changed little in structural terms. However, the data also reveal new avenues for action.
5,118 school pupils, vocational trainees, students and working people were surveyed online between June and December 2025 – in German and French, from across Switzerland. The average level of interest in STEM subjects stands at 5.8 out of 10: a figure that suggests a moderate, but not enthusiastic, attitude. Men are generally more interested in STEM than women, and those with a STEM focus are significantly more interested than those without. At lower secondary level, pupils without a STEM focus show the lowest level of interest of all the groups surveyed. This is a warning sign, as educational decisions are made at this age.
The good news is that as soon as STEM is taught in concrete contexts – such as medical applications, environmental protection, new technologies and societal challenges – interest rises significantly among all genders. For women, medical applications are particularly appealing, whilst for men it is new technologies and AI. This finding provides a strong argument for communicating STEM content in a less abstract way and with a stronger focus on everyday life and practical applications.
“The data confirms what we see in practice: abstract content puts people off, whereas concrete applications inspire them. This applies to schools just as much as it does to professional communication.”
Edith Schnapper, Leiterin Nachwuchsförderung bei der SATWAmong female pupils in upper secondary school, biology is the most popular subject of all and is also the only STEM subject that they rate more highly than their male classmates do. Computer science is the least popular subject among female pupils at both secondary school levels. Among lower secondary school pupils, on the other hand, ‘Media and Computing’, mathematics and ‘Nature and Technology’ are among the more popular subjects; only PE and English are even more popular. One positive finding is that ‘Nature and Technology’ is liked in roughly equal measure by both girls and boys at lower secondary level.
Furthermore, teachers play a demonstrably important role: pupils who feel valued and supported by their STEM teachers show a greater interest in STEM subjects and are more likely to envisage pursuing a career in STEM later on. A STEM career is more attractive to all pupils than a STEM degree, and the majority would like to start a vocational apprenticeship at the end of lower secondary school.
One of the most striking findings is that women rate their own skills in mathematics, computing and technology lower than men do. The difference is greatest in the technical-practical dimension. In the natural sciences, self-assessments are close, and women with a STEM focus actually rate themselves highest in this area.
This pattern is already evident at lower secondary level, where boys rate their skills in ‘media and computing’ significantly higher than girls. The report points out that performance and subject-specific self-concept can reinforce one another, and that stereotypes such as ‘girls are worse at maths’ can contribute to girls actually performing less well.
However, it is important to make a distinction: a detailed analysis across five competence dimensions shows that, on average, women rate themselves as slightly more competent than men in analytical and creative problem-solving. An assessment based solely on the traditional STEM disciplines therefore falls short.
“The data shows that women do recognise their strengths in problem-solving, but in the fields of technology and computer science they continue to be characterised by a negative self-image. We need to take a more targeted approach here and not only promote skills, but also build confidence in their own abilities.”
Susanne Metzger, Professorin für Naturwissenschaftsdidaktik an der PH FHNW und Leiterin der StudieFor everyone, the most important criterion when choosing a career is interest in the subject matter, followed by income and career prospects, professional competence and the ability to balance work with family and leisure time. It is also worth noting the following observation: unlike in 2014, income and career prospects are no longer fundamentally more important for men than for women. The difference appears to have disappeared as these factors have also become more important for women.
Parents remain the most influential figures when it comes to choosing a career or course of study – mothers are even more important than fathers, except among upper secondary school pupils. According to the ‘Nahtstellenbarometer’ (2025) – a study by the polling institute GfS Bern – not a single STEM profession features in the top five career choices among female pupils, whilst among male pupils, polymechanics, computer scientists and electricians are represented. It is encouraging, however, that more of those surveyed are entering STEM roles than leaving them, and that those in employment with a STEM focus are more likely to choose their current profession again than those without.
The authors, Susanne Metzger and Laura Villardita (PH FHNW), derive specific recommendations from the data:
“The promotion of STEM subjects in Switzerland has achieved a great deal. But we need to act in a more coordinated and consistent manner. It is not enough simply to have good programmes – they must be rolled out nationwide and their impact assessed.”
Dr. Marianne Bonvin, Geschäftsführerin der Akademien der Wissenschaften SchweizThe Swiss STEM Youth Barometer 2026 was compiled by Susanne Metzger and Laura Villardita of the FHNW School of Education on behalf of the Swiss Academies of Arts and Sciences and carried out under the leadership of SATW as part of the STEM mandate. The study was carried out in close coordination with ETH Zurich’s STEM Sentiment Barometer 2025, which tracks trends in perceptions of STEM in a representative long-term study.
