Demand for STEM (science, technology, engineering, mathematics) subjects has surged in recent months across Nord Anglia Education’s online learning platform, with new data revealing that one in two (50%) of the international provider’s 67,000 students have enrolled in STEM dedicated sessions.
The findings come from an analysis of 2.8m virtual classes conducted via Global Campus, Nord Anglia’s digital learning platform, between September 2020 and April this year. A record number of learners from the provider’s 73 schools across 30 global markets accessed the platform in this time, participating in more than 400 varieties of co-curricular activities.
Nord Anglia is the world’s biggest international schools group, with the data drawn from campuses in North America, Latin America, China, Southeast Asia, the Middle East, India, and Europe.
STEM-based sessions were most popular among students in North America, Latin America, and China respectively, closely followed by learners in Southeast Asia, Europe, India, and the Middle East.
“Our study highlights how education technology can be a powerful tool to enhance student learning and drive the development of critical skills, from problem-solving to creative thinking” – Dr Elise Ecoff, Nord Anglia Education
But STEM is by no means the only field that has thrived in the virtual setting, with two in five (43%) students investing their time in programmes that focus on creativity. Global learners studying fromNorth America, Latin America, and Southeast Asia were most frequently engaged in creative arts activities.
A third (34%) of Nord Anglia’s international students were keen to develop their knowledge and ability in the field of global citizenship, wanting to learn more about sustainable social impact. Enrolments in global citizenship-related sessions have been particularly high across the Americas, China, and India.
Wellbeing has also proved a popular digital pursuit, with one in four (24) students engaging in such programmes. Wellbeing courses have seen the greatest demand among students in China, closely followed by learners in Southeast Asia, and India.
Dr Elise Ecoff, director of education at North Anglia, commented on the findings: “Our study highlights how education technology can be a powerful tool to enhance student learning and drive the development of critical skills, from problem-solving to creative thinking. It has an especially important role to play in the classroom enabling teachers to bring learning to life.
“For education technology to be truly effective, it needs to be designed with teachers at the heart of the learning experience. This has been one of the biggest factors in seeing online engagement in Global Campus continue to grow, even with the majority of our schools resuming classroom learning.”