Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faculty Publications Article Faculty Publications -Articles Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Nair, Kavitha Radha; Kareem, Jacqueline Title A name given to the resource THE INFLUENCE OF STEM ATTITUDE, 21ST CENTURY SKILLS, AND TECHNOLOGY USE ON STUDENT OUTCOMES: A MEDIATION MODEL ANALYSIS Date A point or period of time associated with an event in the lifecycle of the resource 01-01-2025 Source A related resource from which the described resource is derived Journal of Information Technology Education: Research;Volume;24;Issue;;Article No.;29; Identifier An unambiguous reference to the resource within a given context <a href="https://doi.org/10.28945/5621" target="_blank" rel="noreferrer noopener">https://doi.org/10.28945/5621</a> <br /><br /><a href="https://www.scopus.com/pages/publications/105018352331?origin=resultslist" target="_blank" rel="noreferrer noopener">https://www.scopus.com/pages/publications/105018352331?origin=resultslist</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Nair K.R., Christ University, Karnataka, Bengaluru, India; Kareem J., Christ University, Karnataka, Bengaluru, India Description An account of the resource Aim/Purpose This study aims to investigate the relationships between students attitudes toward STEM subjects, 21st-century skills, and technology use, and how these factors influence STEM career interest and subjective well-being among adolescents in the 21st-century classroom. Background While positive attitudes, skill acquisition, and digital learning have been individually studied, their combined effect on students career aspirations and subjective well-being remains underexplored. Addressing this gap can show how these factors work together to support adolescent development. Methodology This study was grounded in established theories of learning and motivation. It employed a statistical method, Structural Equation Modeling (SEM), to test a conceptual model. Data were collected from 1,302 students (grade levels VIII-XII) across 30 schools in Kerala, India. Also analysed were the mediating effects of mathematics and science engagement, teacher efficacy, and teacher leadership. Contribution This research offers a combined model that reveals how students attitudes, skills, technology use, and classroom teaching practices are connected. These factors are shown to influence both career motivation and well-being. Together, the findings provide a broader and clearer picture of modern education. Findings Students with positive attitudes toward STEM showed more engagement in learning. Effective and supportive teachers also influenced them. This influence shaped their career interest. Their well-being was improved indirectly through this engagement and career motivation, but their direct impact on well-being was limited. The model demonstrated good fit indices, supporting its structural validity. By addressing the gap in integrative models that link learner attitudes, competencies, technology use, and instructional mediators to both career and well-being outcomes, this study contributes a holistic framework for understanding adolescent development in modern classrooms. Recommendations Teachers should focus on fostering STEM-positive attitudes. They can enhance for Practitioners engagement through inquiry-based methods. They should also integrate 21st-century skills into everyday classroom activities. Teacher professional development should include leadership training and technology-enhanced pedagogy. Purposeful and regulated technology integration should be prioritized to avoid negative impacts on student focus and well-being. Recommendations Future research should explore the longitudinal effects of these variables across for Researchers diverse educational contexts and age groups. Alternative indicators of academic success beyond grades should be considered. These indicators could examine how digital and thinking skills apply across different subjects. Impact on Society By identifying pathways to both academic and emotional development, the study supports policy and curriculum reforms. These reforms aimed at preparing future-ready learners capable of contributing to innovation-driven economies while maintaining adaptability. Future Research Investigations should extend to virtual or immersive environments, examine differential impacts across demographic groups, and develop standardised tools for measuring digital literacy and well-being in diverse settings. (2025), (Informing Science Institute). All rights reserved. Subject The topic of the resource 21st century skills; Indian adolescents; STEM career interest; structural equation modeling; student engagement; subjective well-being; teacher efficacy; teacher leadership; technology use Publisher An entity responsible for making the resource available Informing Science Institute Relation A related resource ISSN: 15479714; Language A language of the resource English Type The nature or genre of the resource Article Rights Information about rights held in and over the resource All Open Access; Gold Open Access Format The file format, physical medium, or dimensions of the resource online