Streaming or De-Streaming in STEM Schools—Perspectives and Practices: A Multi-Case Study

1. Introduction

Advancements in AI, nanotechnology, biotechnology, 3D printing, IoT, and robotics are transforming industries and creating a more connected world. These shifts highlight the urgent need to strengthen education and invest in human capital for sustained growth. Saudi Arabia is actively modernizing its education system to equip students with essential skills and values, supporting national development and a knowledge-based economy aligned with Vision 2030. Through an integrated educational framework, the country aims to produce innovative, globally competitive graduates (Ministry of Education, 2020).

Since the establishment of the first secondary school in Saudi Arabia in 1926, secondary education has undergone substantial transformation. Initially centered on Arabic and religious studies, the curriculum was broadened by the late 1970s to encompass sciences, social studies, and English. The endorsement of the educational system in 1958 signaled a fundamental era of reform, introducing Quranic memorization schools, general secondary schools, and technical/vocational institutes. Over subsequent decades, general secondary schools progressively shifted from the comprehensive school model—introduced in 1975 and characterized by multiple specializations and elective courses—to the developed system and, ultimately, to the current pathway system (Al-Ghamdi & Abduljawad, 2019; Ministry of Education, 2022). While the comprehensive school model, implemented in major cities, was designed to align education with student interests and future career pathways, it encountered significant obstacles, including a predominant preference for non-scientific specializations, limited resources, and a lack of depth in scientific content, which led to the exclusion of certain pathways such as commerce and industry (Faraj, 2009). Consequently, the High School Developed System was introduced in 1983 in seven boys’ schools, incorporating a credit hour system (see Table 1) that afforded students increased flexibility in course selection and the ability to shift specializations, while also consolidating related disciplines to better address students’ needs and evolving labor market demands (Al-Munee, 2009; Faraj, 2009).

The High School Developed System encountered both external and internal challenges. Students experienced difficulties adapting to a flexible, self-directed schedule, while schools faced obstacles related to curriculum design, timetabling, guidance, counseling, and registration processes. These complications contributed to increased disciplinary and behavioral issues. As a result, the system was discontinued in 1990, and the conventional annual secondary education system was reinstated. This revised annual system sought to address the educational and behavioral shortcomings of its predecessor by introducing a unified first-year curriculum, after which students could select from several departments: Sharie and Literary Sciences (equivalent to Islamic and Literary Sciences), Administrative and Social Sciences (similar to Administrative and Human Sciences), Applied Sciences (comparable to Natural Sciences but without separate branches or applied courses), and Technical Sciences (Applied) (Faraj, 2009).

The discontinuation of applied courses within the Applied Sciences track was likely a consequence of the introduction of a new division with a stronger focus on technical components. Nevertheless, the majority of students continued to concentrate in the Sharie and Natural Sciences tracks, highlighting ongoing challenges in diversifying secondary education during this period. In an effort to address these issues, the High School Courses System was approved in 2004 as a revised iteration of previous models, seeking to integrate their strengths while remedying earlier deficiencies (Faraj, 2009). This system was gradually implemented and reached full adoption by 2018, offering features such as vertical alignment, reduced failure rates, an increased emphasis on applied learning, elective courses tailored to student interests, opportunities for accelerated graduation, and compatibility with international frameworks like the International Baccalaureate (Ministry of Education, 2011-2012). The curriculum consists of a common program (130 hours) and a specialized program (60 hours), which branches into Humanities and Natural Sciences tracks. Importantly, it also provides elective courses (10–25 hours), including TOEFL preparation, research skills, and art education (see Table 2).

Secondary school is an essential level in education, evolving to bridge students to higher education and future careers. Its improvement is essential for equipping students with knowledge and skills relevant to career selection and economic growth (Al-Khatib, 2020). Despite reforms, studies highlight ongoing curricular gaps. Al-Muharij and Niazi (2012) found that, based on graduate test scores from 54 developed and 58 traditional schools, the curriculum system had limited effectiveness, as achievement and aptitude results from 2003–2008 indicated no improvement post-implementation. Private school graduates preferred the courses system, likely due to better resources. Al-Ghamdi (2019) identified a decline in reflective thinking skills in the secondary Arabic textbook "Literary Studies," with “providing convincing explanations” and “proposing solutions” present at only 6.84% and 4.18%, respectively. Similarly, Al-Anzi and Al-Oqab (2019) noted that the Computer and Information Technology (1) course covered just 37% of essential job-market computer skills. Al-Dweesh (2019) reported that students and educators perceived high barriers in mathematics instruction, with challenges in supervision, administration, environment, and curriculum. Despite various improvement proposals, persistent challenges remain. Al-Muharij and Niazi (2012) recommend re-evaluating the secondary courses system, while the ALECSO conference (2010) called for diversified pathways and international best practices to support varied student abilities and smooth transitions (Al-Arefi, 2022).

Aligned with Vision 2030, the Human Capacity Development Program emphasizes foundational education and developing a flexible framework for local and global job readiness and lifelong learning (Media Document for the Human Capacity Development Program, 2021). In 2021, the Ministry of Education implemented the secondary education pathways system nationwide to support the transition to a knowledge-based economy (Ministry of Education, 2021). The High School Pathways System consists of five tracks (Figure 1): the general pathway (natural sciences and humanities), health and life, business administration, computer and engineering, and Sharie. Each pathway addresses diverse student interests and aims to develop skills aligned with national educational goals and Vision 2030 (Ministry of Education, 2021).

The High School Pathway System in Saudi Arabia is structured to strengthen students’ academic and professional competencies through a suite of integrated components. The Career Interest Scale serves as an initial placement tool, guiding students into specialized pathways after Grade 10 by identifying individual interests and aptitudes, thereby supporting informed choices and early career planning (Ministry of Education, 2022). Mastery classes are incorporated to provide targeted academic support, enhance innovation, and cultivate values such as perseverance and discipline. These classes address gaps in core subjects and include enrichment activities to foster scientific, research, and social skills (Ministry of Education, 2021a). Additionally, the system mandates a graduation project, commencing in the second year and supervised by teachers, which enables students to apply theoretical knowledge in practical contexts and contributes to their final assessment. Experiential diversity is promoted through the introduction of an optional field in the third year, allowing students to engage in flexible study programs focused on applied learning and 21st-century skills, culminating in an independent applied project over three semesters (Ministry of Education, 2021a). The pathways system also broadens academic options via blended learning, permitting students to pursue an additional specialty alongside the general pathway and obtain a dual-major certificate based on performance in both coursework and examinations (Ministry of Education, 2021b). Furthermore, the bridging component streamlines credit transfers for students transitioning from previous systems, recalculating cumulative averages from the point of entry (excluding the third year) to avoid redundant coursework (Ministry of Education, 2021b). Collectively, these features allow the pathway system to more effectively address student needs and align educational outcomes with labor market requirements and Vision 2030 (Ministry of Education, 2021b). Table 3 presents a comparative overview of the courses and pathways systems.

This study examines the perspectives of students, teachers, and university specialists on the High School Pathways System in Saudi Arabia, focusing on STEM-designated pathways—the general, health and life, and computer and engineering tracks—due to their structural and curricular similarities. These pathways share a common first-year core, covering subjects like science, mathematics, and languages, before diverging into specialized courses. This structure allows for both standardized assessment and alignment with international scientific curricula. The curriculum includes a broad range of technology, engineering, and science courses such as Digital Technology, IoT, Artificial Intelligence, Software Engineering, and Engineering Design. Core subjects in mathematics, physics, chemistry, and biology provide a solid foundation, while additional offerings—like Ecology, Data Science, and Principles of Health Sciences—allow for further specialization. Advanced topics, including cybersecurity and a capstone project, reinforce the emphasis on technology and applied skills in later semesters.

The perspectives of educators, administrators, and university professionals are crucial for successful reform. As Donaghue (2003) notes, teachers’ attitudes shape the effectiveness of new initiatives, and university experts, especially those with high school teaching experience, provide comprehensive curriculum evaluation (Saleem et al., 2006). Within public education, STEM integration has become increasingly important, driven by global demand for STEM careers. Program success depends on the attitudes of educators and students, who influence participation and outcomes. While some educators see STEM as fostering critical thinking, others cite barriers such as resource limitations and training needs (Sellami et al., 2024). Effective STEM education thus requires both strong pedagogical skills and content expertise, as well as the ability to connect learning to real-world applications. Students’ perceptions are shaped by their environment, role models, and the relevance of STEM to daily life; hands-on experiences and clear career pathways increase engagement (Ayuso et al., 2022; Grimalt-Álvaro et al., 2022; Sellami et al., 2024).

Streaming in secondary education—the practice of grouping students by ability or preference—is a contested issue. While it can enhance performance among talented students (Yassin et al., 2015), it may also reinforce inequities and affect teacher expectations and student self-concept (Johnston & Wildy, 2016; Follwell & Andrey, 2021; Stevens & Vermeersch, 2010; Forgasz, 2010; Salinitri, 2006). The Big Fish-Little-Pond Effect (BFLPE) underscores how grouping impacts self-esteem and opportunity. In response, destreaming and inclusive approaches are being promoted, with strategies such as smaller class sizes, differentiated instruction, and varied assessments to foster equity (Essex et al., 2019; Patel & Kim, 2024).

Research on the High School Pathways System reveals both strengths and ongoing challenges. Engineering design is minimally included in the grade 10 chemistry curriculum (Al-Dahmash & Al-Farraj, 2022), and implementation issues include unclear graduation requirements, ambiguous university admissions, and insufficient advising (Al-Arifi, 2022). Skills development varies, with knowledge economy standards achieved to differing degrees and gaps in technology integration and teacher training (Al-Khathami, 2022; Al-Shehri, 2022). Alignment with labor market needs is also in question (Al-Maimouni & Abu Nayyan, 2022; Al-Miqdadi & Al-Zahrani, 2023). Positive attitudes exist (Al-Thubaiti, 2023), but awareness and training require enhancement. Additional concerns include infrastructure, innovation resources, and family engagement (Al-Soqaei, 2023; Al-Asmari & Shaman, 2024; Al-Sweiket et al., 2025; Al-Farraj, 2023; Al-Radadi, 2023; Al-Mutairi & Al-Hajla, 2024), as well as digital competency gaps and the need for better guidance (Al-Saadoun, 2022; Khayat & Baslimem, 2023; Omar & Al-Roudhan, 2025). International literature similarly highlights that while pathway systems can yield positive outcomes, they may also exacerbate inequalities if not implemented equitably (Korthals; Guill, Lidtke, & Koller, 2017; Osikominu et al., 2021; Cooper, 2011; Werblow, Urick, & Duesbery, 2013).

Since 2020, enrollment in specialized STEM pathways—particularly Computer and Engineering, and Health and Life—has declined, with more students opting for the General pathway, as confirmed by stakeholder interviews and recent statistics (school principals in Al-Zulfi, the Eastern Province, and Arar, personal interviews, 2025). Thus, this research focuses on the three STEM pathways, excluding Sharia and Business Administration, which have been addressed elsewhere (Al-Sweiket et al., 2025; Al-Mutairi & Al-Hajla, 2024). Analysis of enrollment and stakeholder perspectives reveals specialized STEM tracks are currently underselected.

In response, this study investigates the perceptions of students, teachers, administrators, and university experts regarding STEM pathways in Saudi secondary education, highlighting the essential role of stakeholder engagement in addressing these challenges (Al-Salami, Makela, & de Miranda, 2017; Alfarraj & Althubyani, 2023; Alfarraj & Alzahrni, 2025).

The central research question guiding this study is as follows: What are the perspectives of students, teachers, school administrators, and university specialists regarding STEM pathways at the secondary level?

The primary inquiry is divided into the subsequent sub-inquiries:

• How do high school students perceive STEM pathways in secondary education?
• How do high school educators and administrators view STEM pathways in secondary education?
• How do university experts perceive STEM pathways for high school students?

2. Methodology

2.1. Study Methodology and Instrument

This study utilized a qualitative multiple case study design across four educational directorates to investigate the Saudi pathway system. This approach enabled an in-depth exploration of educators’, students’, and university experts’ perspectives within real-world contexts (Creswell & Poth, 2018). Data were gathered through semi-structured interviews, which support interactive dialogue and diverse, in-depth responses (Creswell & Poth, 2018; Merriam & Tisdell, 2016; Kvale & Brinkmann, 2015). Interviews—conducted individually or in focus groups, in person or via Zoom—included participants from the computer and engineering, health and life, and general pathways, as well as university experts. Sessions lasted 40 to 120 minutes, were recorded with participant consent, and analyzed using open and axial coding. Written responses were accepted from those unable to attend. Six main questions guided the interviews, with follow-ups added to ensure data reliability and depth. Ethical approval for this study was obtained from the Permanent Committee for Scientific Research Ethics at King Saud University (Approval Number: KSU-HE-22-793).

2.2. Study Sample

The study sample comprised 15 male and 5 female high school teachers, along with 29 male and 4 female high school students, all of whom were either enrolled in or graduates of specialized STEM pathways (computer and engineering, health and life sciences, and general pathways). In addition, eight university specialists participated. Participants were purposefully selected based on their experience with STEM courses and represented a range of academic levels and geographic regions, including Riyadh, Al-Zulfi, Dammam, and Arar. This purposeful and regionally diverse sampling strategy enhanced the breadth and depth of perspectives, thereby strengthening the qualitative findings of the study.

2.3. Data Collection and Analysis

Following transcription, data analysis was conducted using objective analysis, a recognized qualitative approach (Wiltshire & Ronkainen, 2021). The analysis adhered to Braun and Clarke’s (2006) six-phase framework for thematic analysis: familiarization with the data, generation of initial codes, identification of potential themes, review and refinement of themes, definition and naming of themes, and report writing. This systematic process ensured a clear linkage between participants' statements and the research questions, resulting in a coherent and comprehensive interpretation of the qualitative data.

To ensure the trustworthiness of the findings, the researchers applied Lincoln and Guba’s (1985) four criteria: credibility, transferability, dependability, and confirmability. Credibility was achieved through purposive, diverse sampling, use of an appropriate interview protocol, trust-building measures, informed consent, direct quotations, and triangulation of data sources. Confidentiality was maintained by anonymizing responses and securely disposing of recordings post-analysis. Transferability was supported by providing rich contextual and participant descriptions, enabling applicability to similar settings. Dependability was addressed by thoroughly documenting the research process, allowing for transparency and replication. Confirmability was ensured by member checking, cross-referencing findings with existing literature, and implementing strategies to minimize researcher bias and enhance the authenticity of the analysis.

3. Results

The results are organized into three main categories, with each category corresponding to a specific research question. This structure ensures that the findings are clearly aligned with the study’s objectives, allowing for a focused and systematic presentation of the data. Each category synthesizes insights from participants to directly address the respective research question, facilitating a comprehensive understanding of the key issues explored in the study.

3.1. Perceptions of High School Students about STEM Pathways

Analysis of the qualitative interviews revealed six main categories reflecting students’ experiences with STEM pathways: motivations for the path selection, academic experiences, challenges faced, and suggestions for improvement. Table 4 presents participant examples and the frequency of each attribute, illustrating the key characteristics within each category.

3.2. Perceptions of High School Teachers of STEM Pathways

Interviews with high school teachers revealed three main perspectives on the STEM pathway system: positive aspects, challenges, and suggestions for improvement. Table 5 outlines each category, highlighting key elements and their frequency, and is supported by direct quotes from the teachers.

3.3. Perceptions of University Experts about STEM Pathways

Interviews with university experts highlighted a range of advantages, challenges, and recommendations regarding the STEM pathway system. Noted benefits included improved university preparedness and more efficient resource allocation. However, experts also identified several challenges, such as varying leader and teacher qualifications, issues with pathway placement and transfers, concerns about fairness, labor market readiness, high costs, sustainability, and placement processes. To address these challenges, experts recommended earlier educational interventions, enhancements to admission systems, better alignment of pathways with university requirements, increased cooperation with universities, a reduction in unnecessary streaming, the development of partnerships, and the establishment of a comprehensive framework to improve diversity and equity within the system.

Table 6. Results of University Experts' Perceptions of STEM Pathways for Secondary School.

Advantages

Factor

Improving University Input

Spending Efficiency

Percentage

50%

16%

Quote

-“ Enhancing the quality of students entering higher education to ensure their academic success.” . (Expert2)

- “Improving university efficiency by eliminating the preparatory year program.” (Expert2)

Challenges

Factor

School leadership and teacher qualification

Placement and transfer Between pathways

Equity and Learning Outcomes

Preparation for the labor market

Financial Cost

Sustainability

Pathway streaming/specialization

Percentage

29%

19%

19%

16%

10%

3%

3%

Quote

• "Schools need educational leaders capable of managing plans that incorporate multiple pathways. What type of leaders are best suited to run such multi-path secondary schools? Will current administrative and supervisory systems apply to these schools, and how much flexibility will they have in making necessary changes?" (Expert 1) • "The project requires the qualification and training of teachers for secondary schools under the specialized pathways system. This includes equipping them with skill-based teaching methods and tools for effectively assessing student training." (Expert 6) • "The project demands innovative teaching approaches and flexible study models, supported by clear regulations and frameworks to ensure the achievement of targeted learning outcomes." (Expert 7)

• "Allowing students to switch pathways after their second year of secondary school could hinder the development of skills in graduates who were originally placed in pathways aligned with their abilities." (Expert 4) • "Designing effective screening tests at the secondary level is a challenging task. It is recommended that standardized assessments be created and supervised by the Evaluation Board." (Expert 8) • "In some cases, students may be assigned to lower pathways (such as the general pathway) based on assumptions about their abilities, which may not always be accurate." (Expert 5)

• "Students in the lower pathways receive a low-quality education." (Expert5) • "Teachers may expect lower performance from students in lower pathways." Expert2 • "Classifying students in lower pathways may lead to a decrease in self-esteem." (Expert2) • "The pathways system reduces students' opportunities to collaborate, recruit, and exchange skills." (Expert2) • "Reduced resources and opportunities in lower pathways exacerbate disparities among students.". (Expert2)

• "Exploring the opportunities available in the labor market for high school graduates, including the types of jobs they can pursue and the benefits of entering the workforce instead of attending university." (Expert4) • "Promoting the concept of direct employment at the secondary level is a positive initiative; however, it carries risks, such as young graduates struggling to take on responsibilities at that age, highlighting the continued importance of university education for all." (Expert7)

• "This project demands significant financial investment, potentially on a large scale, especially given the current global economic conditions. It requires establishing new infrastructure, including laboratories and educational resources, as well as hiring more specialized teachers, technicians, laboratory staff, and teaching assistants." (Expert4) • "The shift and transformation may incur costs that far exceed the current expenses of the education system, potentially creating a substantial financial burden amidst the challenging global economic climate." (Expert7)

• "What assurances can be provided to ensure the success and continuity of this approach over an adequate period of time, so that it is not discontinued or replaced by traditional structural changes?" (Expert1)

• "The scientific pathway has been categorized into three areas: the general pathway, health and life sciences, and computer and engineering. It has been suggested to either combine all three pathways or merge the general pathway with the health and life sciences pathway, given the strong correlation between them." (Expert 3)

Proposals

Factor

Improving previous stages

Building Appropriate procedures for Admission and Registration

Aligning with university programs and specializations

Streaming

Gradual application

Developing partnerships

Percentage

14%

19%

28%

19%

9.5%

9.5%

Quote

• "The establishment of education begins at the primary stage, and there should be a clear strategy for this foundational stage to align with the middle and secondary stages, ensuring no gaps in the organizational and educational aspects during the transition between these stages." (Expert4) • "The success of joining pathways relies heavily on the degree of preparation and pre-qualification. Strong foundational preparation at the primary or intermediate levels significantly enhances the likelihood of success in pathways. A dedicated guidance system is essential, engaging parents to evaluate students' abilities and readiness for learning in secondary schools with pathways, while also providing recommendations to parents accordingly." (Expert1) • "Improving secondary school inputs requires development at the middle school level." (JED) • "The educational system is an integrated structure that starts from the primary stage, or even earlier. While the development of the secondary stage is essential, it must be accompanied by corresponding development in the earlier stages, particularly the primary stage. Enhancing pre-secondary stages helps avoid the challenges faced by universities in preparing graduates of general education." (Expert5) • "The project did not thoroughly address the primary stage, which serves as a vital foundation for developing students' essential skills in reading, writing, and arithmetic. Placing less emphasis on this stage may result in a gap between its curriculum and that of the middle stage, which is designed to prepare students for the secondary stage" (Expert 8)

• "Designing intensive and specialized counseling programs for students and parents to guide students into these pathways, ensuring smooth transitions between them to avoid issues such as prolonged graduation periods or high dropout rates." (Expert4) • "Increasing the number of students benefiting from academic and career counseling during the secondary stage and raising their awareness of current labor market demands, future opportunities, and the specializations required to support development plans." (Expert2) • "Developing appropriate mechanisms for admission and registration criteria for university graduates, clearly identifying the opportunities available for each pathway, and addressing the issue of admission by creating supplementary courses for students who need them in certain specializations. However, this may create a financial burden and additional costs." ( Expert2)

• “University programs and specializations need to be aligned with these tracks to ensure the smooth admission of their graduates. In addition, a comprehensive structure for university curricula should be developed in accordance with the objectives of these tracks.” ( Expert 4) • “A precise alignment between sub-tracks and university majors is required, and students must be given adequate, detailed information about the academic disciplines to which each track leads at the university level.” (HBA Expert 3) • “It would be highly beneficial for the proposed system to be supported by an urgent, collaborative study with universities to determine areas of alignment and integration between high school tracks and university specializations, especially in terms of study plans, objectives, and intended learning outcomes.” (Expert 5) • “It may be advisable for colleges of education to be involved in supervision, evaluation, and development activities related to their areas of expertise, in collaboration with other university colleges, including during the first five years of their establishment.” (Expert 1)

• "t is crucial to maintain the importance of humanities while guiding students with appropriate skills into both STEM and non-STEM fields. This approach ensures the education system produces experts across all disciplines vital to the country's development at the necessary levels." (Expert5) • "There may be an increasing need for additional professional pathways that provide students with technical skills, enabling them to join the workforce immediately upon completing high school." (Expert3)

• "It would be suitable to begin implementing the system in a limited number of secondary schools and then gradually expand its application. This approach allows for assessing the impact of educational development and its economic implications. Based on the outcomes and success, the system can be further expanded, with development tools enhanced to meet future needs." (Expert5)

• "This mega project requires collaboration with partners from various public and private sector entities to achieve its objectives and utilize its outputs effectively". (Expert3)

Table 6. Results of University Experts' Perceptions of STEM Pathways for Secondary School.

Advantages

Factor

Improving University Input

Spending Efficiency

Percentage

50%

16%

Quote

-“ Enhancing the quality of students entering higher education to ensure their academic success.” . (Expert2)

- “Improving university efficiency by eliminating the preparatory year program.” (Expert2)

Challenges

Factor

School leadership and teacher qualification

Placement and transfer Between pathways

Equity and Learning Outcomes

Preparation for the labor market

Financial Cost

Sustainability

Pathway streaming/specialization

Percentage

29%

19%

19%

16%

10%

3%

3%

Quote

• "Schools need educational leaders capable of managing plans that incorporate multiple pathways. What type of leaders are best suited to run such multi-path secondary schools? Will current administrative and supervisory systems apply to these schools, and how much flexibility will they have in making necessary changes?" (Expert 1) • "The project requires the qualification and training of teachers for secondary schools under the specialized pathways system. This includes equipping them with skill-based teaching methods and tools for effectively assessing student training." (Expert 6) • "The project demands innovative teaching approaches and flexible study models, supported by clear regulations and frameworks to ensure the achievement of targeted learning outcomes." (Expert 7)

• "Allowing students to switch pathways after their second year of secondary school could hinder the development of skills in graduates who were originally placed in pathways aligned with their abilities." (Expert 4) • "Designing effective screening tests at the secondary level is a challenging task. It is recommended that standardized assessments be created and supervised by the Evaluation Board." (Expert 8) • "In some cases, students may be assigned to lower pathways (such as the general pathway) based on assumptions about their abilities, which may not always be accurate." (Expert 5)

• "Students in the lower pathways receive a low-quality education." (Expert5) • "Teachers may expect lower performance from students in lower pathways." Expert2 • "Classifying students in lower pathways may lead to a decrease in self-esteem." (Expert2) • "The pathways system reduces students' opportunities to collaborate, recruit, and exchange skills." (Expert2) • "Reduced resources and opportunities in lower pathways exacerbate disparities among students.". (Expert2)

• "Exploring the opportunities available in the labor market for high school graduates, including the types of jobs they can pursue and the benefits of entering the workforce instead of attending university." (Expert4) • "Promoting the concept of direct employment at the secondary level is a positive initiative; however, it carries risks, such as young graduates struggling to take on responsibilities at that age, highlighting the continued importance of university education for all." (Expert7)

• "This project demands significant financial investment, potentially on a large scale, especially given the current global economic conditions. It requires establishing new infrastructure, including laboratories and educational resources, as well as hiring more specialized teachers, technicians, laboratory staff, and teaching assistants." (Expert4) • "The shift and transformation may incur costs that far exceed the current expenses of the education system, potentially creating a substantial financial burden amidst the challenging global economic climate." (Expert7)

• "What assurances can be provided to ensure the success and continuity of this approach over an adequate period of time, so that it is not discontinued or replaced by traditional structural changes?" (Expert1)

• "The scientific pathway has been categorized into three areas: the general pathway, health and life sciences, and computer and engineering. It has been suggested to either combine all three pathways or merge the general pathway with the health and life sciences pathway, given the strong correlation between them." (Expert 3)

Proposals

Factor

Improving previous stages

Building Appropriate procedures for Admission and Registration

Aligning with university programs and specializations

Streaming

Gradual application

Developing partnerships

Percentage

14%

19%

28%

19%

9.5%

9.5%

Quote

• "The establishment of education begins at the primary stage, and there should be a clear strategy for this foundational stage to align with the middle and secondary stages, ensuring no gaps in the organizational and educational aspects during the transition between these stages." (Expert4) • "The success of joining pathways relies heavily on the degree of preparation and pre-qualification. Strong foundational preparation at the primary or intermediate levels significantly enhances the likelihood of success in pathways. A dedicated guidance system is essential, engaging parents to evaluate students' abilities and readiness for learning in secondary schools with pathways, while also providing recommendations to parents accordingly." (Expert1) • "Improving secondary school inputs requires development at the middle school level." (JED) • "The educational system is an integrated structure that starts from the primary stage, or even earlier. While the development of the secondary stage is essential, it must be accompanied by corresponding development in the earlier stages, particularly the primary stage. Enhancing pre-secondary stages helps avoid the challenges faced by universities in preparing graduates of general education." (Expert5) • "The project did not thoroughly address the primary stage, which serves as a vital foundation for developing students' essential skills in reading, writing, and arithmetic. Placing less emphasis on this stage may result in a gap between its curriculum and that of the middle stage, which is designed to prepare students for the secondary stage" (Expert 8)

• "Designing intensive and specialized counseling programs for students and parents to guide students into these pathways, ensuring smooth transitions between them to avoid issues such as prolonged graduation periods or high dropout rates." (Expert4) • "Increasing the number of students benefiting from academic and career counseling during the secondary stage and raising their awareness of current labor market demands, future opportunities, and the specializations required to support development plans." (Expert2) • "Developing appropriate mechanisms for admission and registration criteria for university graduates, clearly identifying the opportunities available for each pathway, and addressing the issue of admission by creating supplementary courses for students who need them in certain specializations. However, this may create a financial burden and additional costs." ( Expert2)

• “University programs and specializations need to be aligned with these tracks to ensure the smooth admission of their graduates. In addition, a comprehensive structure for university curricula should be developed in accordance with the objectives of these tracks.” ( Expert 4) • “A precise alignment between sub-tracks and university majors is required, and students must be given adequate, detailed information about the academic disciplines to which each track leads at the university level.” (HBA Expert 3) • “It would be highly beneficial for the proposed system to be supported by an urgent, collaborative study with universities to determine areas of alignment and integration between high school tracks and university specializations, especially in terms of study plans, objectives, and intended learning outcomes.” (Expert 5) • “It may be advisable for colleges of education to be involved in supervision, evaluation, and development activities related to their areas of expertise, in collaboration with other university colleges, including during the first five years of their establishment.” (Expert 1)

• "t is crucial to maintain the importance of humanities while guiding students with appropriate skills into both STEM and non-STEM fields. This approach ensures the education system produces experts across all disciplines vital to the country's development at the necessary levels." (Expert5) • "There may be an increasing need for additional professional pathways that provide students with technical skills, enabling them to join the workforce immediately upon completing high school." (Expert3)

• "It would be suitable to begin implementing the system in a limited number of secondary schools and then gradually expand its application. This approach allows for assessing the impact of educational development and its economic implications. Based on the outcomes and success, the system can be further expanded, with development tools enhanced to meet future needs." (Expert5)

• "This mega project requires collaboration with partners from various public and private sector entities to achieve its objectives and utilize its outputs effectively". (Expert3)

4. Discussion

This study examined the perceptions of students, teachers, and university experts regarding the high school STEM pathway system, highlighting motivations, academic experiences, challenges, and proposals for improvement. Students’ motivations for pathway selection were primarily driven by personal interest (36%), followed by family and friends (24%), university admission (21%), labor market expectations (15%), and limited options (3%). For instance, DFS1 stated, “I chose the health pathway because I love the health field and I see myself (expecting my success) in it in the future." Similarly, AMS1 shared, “I joined the pathways as a desire and it is an intention from a long time and I love health," while ZMS1 noted, “I chose to join the pathway willingly, driven by my own interest and enthusiasm.” These perspectives reinforce the findings of Al Mutairi and Al Hajla (2024) about the dominance of internal motivation. Social influences were also significant: AMS1 remarked, “I loved the health pathway because my father is a doctor,” and DFS2 added, “My colleagues encouraged me to choose the general pathway,” echoing the results of Al Radadi (2023).

Students’ academic experiences varied. DMS2 praised, “the computer teacher was excellent and understood us step by step,” while DMS1 highlighted, “We created a fun and useful practical application about the Internet of Things.” In contrast, RMS1 criticized, “We studied programming, but we didn't apply much; it was all theoretical,” reflecting concerns raised by Al Miqdadi and Al Zahrani (2023) about the gap between labor market readiness and practical application.

Key challenges included insufficient equipment and infrastructure—ZMS4 emphasized, “there should be a laboratory in order to understand the basics,” adding, “The courses we studied were theory-based, with no practical application.” The lack of academic advising was also evident; DFS4 said, “Lack of encouragement from teachers led to the lack of students joining the specialized pathway (the general pathway is mostly recommended).” Students further noted the assignment of specialized subjects to non-specialist teachers: DMS6 stated, “Teachers are frequently assigned to teach specialized courses despite lacking proper qualifications,” and ZMS1 suggested, “The subject (Health and Life Path) should be taught by a faculty or specialist.” Some questioned the pathway’s value for university admission. DMS2 explained, “I joined the health pathway hoping it would benefit me at university, but it ultimately made no difference for us.” To address these issues, students proposed more authentic practices, such as “Outdoor activities, like lab sessions or trips to hospitals and research centers, could be included” (AMS6). They also recommended greater alignment with job market needs and personal interests, for example AMS1: “I wish engineering subjects could be included in the general pathway to align with my interests.” DFS3 stated, “Although the pathway introduced us to the specializations, I felt it didn’t help with admission since the requirements are the same as those for the general pathway.” Collectively, these voices and previous research indicate that, despite motivation and labor market awareness, weaknesses in infrastructure, teacher qualification, counseling, and clarity of pathway goals limit the advantage of specialized pathways and strengthen students’ calls for applied learning, improved teaching, and reduced academic overload.

Teachers are central to policy implementation and their perspectives show both support and criticism. Many pointed out the benefits of early career guidance, technological development, and labor market alignment. AMT1 observed, “the system simulates the student’s tendencies and desires,” echoing the findings of Al Souqai (2023), Al Sweiket et al. (2025), and Al Asmari and Shaman (2024) that pathways help students identify abilities and choose suitable majors. AMT3 remarked, “It qualifies students for future studies,” which concurs with Al Sweiket et al. (2025). Teachers also highlighted technical competencies; AMT1 noted, “Students in the (specialized) pathways possess strong practical skills,” which supports work by Al Saadoun (2022), Al Shehri (2022), and Al Otaibi and Al Ghamdi (2025) about digital and 21st-century skills integration.

However, teachers also described major challenges: “we had to develop ourselves in order to keep pace with the new course” (AMT1), “we were discovering ourselves” (DFT1), and “they entered the pathway without sufficient background” (ZMT1). Resource shortages were commonly mentioned—“There are no material for teachers” (AMT2)—as well as outdated or insufficient equipment: “Computers are old and need to be developed” (ZMT1), “sometimes there is a lack of some tools or equipment” (DFS1), and “I do not have tools to apply” (ZMT2). Administrative coordination and increased teaching loads were also noted. These concerns are confirmed by Al Radadi (2023), Khayat and Basleem (2023), and Al Otaibi and Al Ghamdi (2025). Some questioned effectiveness: “We weren’t affected by the closure of the specialized pathway, because the general pathway is the students’ preferred option” (DFT1), reflecting findings by Al Miqdadi (2023) and Al Suqai (2023). Teachers recommended infrastructure upgrades, well-equipped labs (“There is a need for a fully integrated, well-equipped lab for practical subjects” – DFT1), clear university and job market incentives, continuous training and hiring of specialized teachers, and early, comprehensive awareness for all stakeholders.

Experts agreed the system helps prepare students for higher education and optimizes spending, for example, by cancelling the preparatory year. Expert1 noted, “Enhancing the quality of students entering universities and other higher education institutions so they can successfully continue their academic studies.” He also highlighted efficiency: “Optimizing university spending by canceling the preparatory year program.” However, experts identified challenges with management and teacher preparation, placement and transfer, equity, financial cost, sustainability, and streaming. As Expert6 stated, “The project needs new teaching approaches and flexible study models, governed by clear regulations and frameworks that ensure the achievement of the targeted learning outcomes.” Expert1 emphasized a need for “educational leaders who are able to manage school plans that include multiple pathways.” Expert4 raised concerns about student placement, noting, “Allowing students to change pathways after the second year of secondary school may potentially limit the development of skills among graduates who were initially guided to a pathway based on their abilities.” Expert5 addressed equity: “Students in the lower pathways receive a low-quality education,” while Expert2 added, “Reduced resources and opportunities in the lower pathway exacerbate disparities between students.” On finances, Expert7 warned, “The shift and transformation may incur costs that far exceed the current expenses of the education system, potentially creating a substantial financial burden amidst the challenging global economic climate.”

Schneider et al. (2013) propose that high schools enact comprehensive curricular programs to help students, particularly those from low-income and disadvantaged backgrounds, pursue college and STEM-related careers. Their approach centers on three key steps: helping students visualize themselves as college students, transforming their interests into actionable steps (such as enrolling up for rigorous courses or finding a mentor) and building strategic plans to navigate the application and enrollment process. This means establishing a robust college-going culture, starting support early in high school, and offering academic counseling, mentoring, financial aid support and campus visits. The authors also suggest using peer mentors and technology (such as text messaging) to help keep students engaged, especially at important transition points. Crucially, they highlight the significance of integrating these efforts into current school frameworks, equipping staff with training to maintain sustainability, and customizing support to the specific requirements of diverse student groups.

To address these challenges, expert proposals centered on strengthening earlier educational stages, improving university admission mechanisms, building stronger links with university programs, gradual implementation, and reducing unnecessary streaming. Expert1 emphasized, “The success of track enrollment depends on the degree of preparation and pre-qualification. Strong foundational preparation at the primary or intermediate levels significantly enhances the likelihood of success in pathways. A dedicated guidance system is essential, engaging parents to evaluate students’ abilities and readiness for learning in secondary schools with pathways, while also providing recommendations to parents accordingly.” These findings are supported by broader research (Ruble, 2025; Ansalone, 2010; Schutz et al., 2008), which highlights the need for systemic support, early guidance, and awareness to ensure equity and maximize the benefits of STEM pathways.

5. Summary, Recommendations and Suggestions

This qualitative study investigated the perceptions of high school teachers, students, and university experts in regarding the implementation of specialized scientific (STEM) pathways in secondary education. Using a multi-case study design, semi-structured interviews were conducted in four regions: Riyadh, Dammam, Al-Zulfi, and Arar. The findings provide a comprehensive overview of how different stakeholders experience and perceive the STEM pathway system. Students reported being motivated to pursue STEM pathways by personal interests, family encouragement, university admission requirements, and anticipated job opportunities. However, they faced notable challenges, including inadequate academic resources, variability in teacher qualifications, and a lack of clarity surrounding the structure and purpose of the pathways. Their suggestions focused on enhancing hands-on education opportunities, improving instructional strategies, balancing academic workloads, and ensuring that pathways are aligned with both student interests and labor market needs.

Teachers identified clear benefits in early career guidance, improved alignment with labor market demands, and technology integration within the curriculum. Despite these positives, they pointed to ongoing challenges such as insufficient institutional support, a shortage of resources, and limited coordination between stakeholders. To address these concerns, teachers recommended the establishment of well-equipped laboratories, stronger collaboration with university admission offices, hiring more specialized teachers, and increasing awareness through targeted campaigns.

On the other hand, university experts emphasized that the pathway system can improve university preparedness and resource efficiency. Nevertheless, they recognized significant obstacles, including the need for strong leadership, effective student placement, equitable access, relevant labor market preparation, financial sustainability, and long-term viability. Their recommendations included refining university admission procedures, better aligning secondary pathways with university programs, reducing unnecessary streaming, implementing changes gradually, and building partnerships with key stakeholders.

Overall, these insights highlight the importance of enhancing practical learning, ensuring qualified staff and robust infrastructure, and fostering clear communication between schools, universities, and industry partners. Such efforts are critical to realizing the full potential and equity of STEM pathway systems in secondary education.

Figure 2. Summary of the research results.

Figure 2. Summary of the research results.

The word cloud shown in Figure 3 significantly emphasizes essential terms associated with the high school pathways system from the sample's point of view, including "students," "university," "secondary school," "teachers," "education," and "subjects." It highlights challenges and opportunities within the educational system, encompassing "admission," "learning environment," "practical skills," "specializations," and "development." Other notable topics include the progression from primary to secondary to university education, the significance of educators in mentoring students, and the influence of market demands on curriculum development. Terms such as "STEM," "tools," and "training" indicate an emphasis on comprehensive and technical advancement. The word cloud underscores the necessity for coherent alignment between "academic" and "practical" education to adequately prepare "graduates" for the "labor market," highlighting the interaction of "financial costs," "specialized tracks," and "teacher preparation" as crucial elements in developing effective educational pathways. The main issue extracted from the word cloud is how high school pathways help students achieve their goals through a systemic learning journey that follows a structured sequence of steps, enhancing equity and ensuring access to opportunities for all learners.

The study recommends adopting a comprehensive model for STEM schools that encompasses five key components. First, Educational Curricula: STEM schools should include core and advanced courses. Core courses cover essential subjects like science, mathematics, and languages for all students, while advanced courses focus on fields such as advanced mathematics (e.g., calculus and algebra), advanced sciences (e.g., physics, chemistry, biology), which could count as university credits, and electives aligned with students' future interests in areas like health, engineering, and computing, utilizing project-based learning. Second, School Environment: Schools should feature advanced laboratories for specialized materials (e.g., robotics), creative spaces equipped with tools like 3D printers and virtual reality platforms, and digital education through advanced online learning pathways. Third, Teachers: Educators should have specialized academic qualifications in STEM fields and participate in ongoing training programs to adopt innovative teaching methods. Fourth, Students: Academic pathways should offer a mix of core and advanced subjects, with tailored plans for gifted students and academic advisors to guide advanced subject selection. Fifth, Partnerships: Collaboration with international universities can provide advanced materials and accredited certificates, while partnerships with industrial and technological institutions can offer practical training opportunities. Additionally, the study suggests conducting longitudinal follow-up studies to evaluate the effectiveness of these specialized educational tracks, assessing students' transitions to the labor market or further education aligned with their specialized pathways. The significant challenge lies in determining the type of high school that guarantees equity, promotes inclusion, implements differentiated education, and effectively prepares students for both the labor market and university.