BEYOND THE CLASSROOM: THE SIGNIFICANCE OF SOCIAL NETWORKS IN SHAPING SCIENCE CAREER CHOICES AMONG SCOTTISH STUDENTS

Abstract

In alignment with the Scottish Executive's strategic priorities, this study explores the critical role of scientific understanding and technological proficiency in shaping policy and fostering societal advancement. Recognizing the pivotal influence of science, engineering, and technology (SET) in driving societal transformation, the Scottish Executive underscores the importance of enhancing public awareness of scientific issues to uphold democratic principles and nurturing SET competencies to bolster economic prosperity. However, a significant knowledge gap persists, as highlighted by 'The Public Attitudes to Science and Engineering; Scottish Comparison Report,' revealing that a substantial proportion of the Scottish population lacks formal qualifications in science subjects. This study endeavors to address this disparity by investigating the factors contributing to the prevalent lack of formal qualifications in science among Scots. Through empirical analysis and qualitative exploration, the study seeks to elucidate the underlying reasons for this phenomenon and identify potential strategies to promote greater engagement and participation in SET education and training initiatives. By understanding the barriers and challenges hindering the acquisition of formal qualifications in science, policymakers can develop targeted interventions to cultivate a scientifically literate and technologically adept populace. The findings of this research contribute to advancing the Scottish Executive's objectives of fostering a knowledge-based economy and promoting informed decision-making in an increasingly complex and technologically-driven world.