How to design STEM outreach? Start small

Effective STEM outreach rarely begins with large-scale programmes or standalone events. Instead, it grows from classroom-level teaching experimentation, engaging with students on their level and fostering trust early on to build deeper collaborations down the line. Together, these small activities form an ecosystem for learning. Drawing on my experiences from undergraduate teaching and global online education, here I’ll share practical strategies for educators seeking to design STEM outreach that is engaging, inclusive and scalable.

Anticipate STEM skills for a digital and AI driven future

Successful STEM outreach, in my experience, begins with anticipating the STEM skills students will need in the future. Over the past decade, my work has consistently focused on computational thinking and coding literacy. This is not only because they are essential for programming and engineering, but also because problem solving, logical reasoning and structured thinking are fundamental skills for navigating real life challenges.

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Over the next decade, I see a clear shift in what students need. The ability to use GenAI-assisted coding to express ideas, build simple prototypes and demonstrate solutions is becoming an essential skill for all students, regardless of discipline. GenAI coding is no longer about learning syntax alone, but about embedding creativity, productivity and communication.

Let outreach grow from small classroom experiments

Many impactful outreach initiatives originate from small teaching innovations within formal courses. In my case, the software engineering course that I teach provided a natural starting point for experimenting with GenAI coding, as the focus of the course is on software engineering practice, project management, collaboration and productivity rather than on teaching programming syntax alone.

I began with something small. I introduced short tutorials on GenAI-assisted coding and allowed students to use tools in their software engineering projects to support design, implementation and documentation. By framing GenAI as a productivity and idea development tool, rather than a shortcut for coding, students were encouraged to think more critically about how it could support their work. The response was very positive: students reported improved productivity, clearer workflows and greater confidence in demonstrating their ideas through working prototypes.

These classroom experiments provided a safe and controlled environment to observe how students learned, collaborated and applied GenAI tools in authentic project settings. Once these approaches proved effective at the university level, it became much easier to extend them beyond the classroom. From there, I gradually developed a series of STEM outreach activities designed to equip learners at different educational stages with appropriate coding skills.

Engage learners through relevance and interest

STEM outreach is most effective when learners can quickly connect what they are learning with familiar experiences and see immediate results from their efforts. Rather than beginning with abstract theories, I have found it far more effective to let students build something from the start, such as a simple game or an interactive challenge.

One approach is to engage learners in building simple games using vibe coding, which requires no programming at all. By allowing younger students to create interactive experiences without writing code, their learning becomes immediate and rewarding. Students are often surprised by how quickly they can produce a playable result, which helps reduce their anxiety and build confidence, particularly among beginners with no prior coding experience.

Another example is SquidMath, a mathematics outreach activity inspired by the popular Netflix television series. Instead of presenting mathematical problems traditionally, the activity transforms them into game-based challenges where students must apply logic, probability and problem-solving skills to progress. Their attention is captured by the familiar themes, while the underlying mathematics are carefully aligned with learning objectives.

These examples highlight an important principle for educators. Relevance is not about entertainment alone, but about using familiar contexts as entry points to deeper learning. Designing STEM outreach around creative activities and familiar contexts makes it easier for students to engage, especially those who may lack confidence in STEM at the beginning.

Design outreach that can adapt to real world constraints

We need to think about practical realities too. In teacher training, for example, teachers are often too busy to participate in additional training activities alongside their existing responsibilities. But flexible designs such as blended training models can make professional development more accessible. Combining online learning with a wrap-up face-to-face session allows participants to learn at their own pace, while still benefiting from interaction and reflection.

Build trust through sustained partnerships

Strong outreach depends on relationships, particularly sustained connections and collaboration with schools, education authorities and partner educational organisations. Small and meaningful collaborations, such as Hour of Code activities or short training sessions, allow educators to understand partners’ needs and constraints while building trust and demonstrating reliability. Over time, these early engagements create opportunities for deeper collaboration, including competitions, professional development programmes and long-term initiatives. For educators, focusing on consistency and quality in small collaborations is often more impactful than aiming immediately for scale.

Connect STEM activities into a learning ecosystem

Effective STEM outreach is not about one-off activities, but about preparing students for the skills they will need in the digital and AI-driven future. My experience shows that outreach works best when it grows from small classroom experiments and evolves into a STEM learning ecosystem. By designing outreach that is progressive and accessible through both face-to-face and online activities, educators can provide sustained support for learners locally and globally.

Kenneth Wai-Ting Leung is associate professor of engineering education at Hong Kong University of Science & Technology. 

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