Passenger Experience Survey 2024A clear view of the in-flight future 2Are you meeting the latest passenger expectations?Its a tough question isnt it?Anyone in aviation will tell you that passengers in-flight connectivity expectations have soared to serious heights.Theyre frustrated if they cant do in the air what they usually do on the ground.And simply being connected is no longer enough.These days,everyone expects super-fast,super-reliable Wi-Fi.Seamless connectivity has become key to the perceived quality of the in-flight experience,and a driver of airline loyalty and NPS success.How airlines respond to these expectations is commercially vital.Unfortunately,their response is made harder by the speed of technological change.As standards rise and the way passengers enjoy air travel evolves,the goalposts keep moving.The detail that makes the differenceIn 2024,weve reached the point where excellent Wi-Fi is no longer an onboard bonus,but a basic expectation.One that often makes the difference between booking a seat on airline A or B.Its not hard to understand.At the end of the day,were all passengers.Wouldnt you like to be sure that you can work unhindered online texting and emailing like normal for the duration of your flight?Or keep connected to your own streaming accounts so you can finish that latest series?Of course you would.Its a no-brainer.As passengers ourselves we inherently know the basics of what customers want,but we cant always know the finer points:the detail that makes the difference.This is where our research takes off.Anticipating passenger prioritiesAs the passenger experience is transformed,new expectations are revealed and its the industrys responsibility not just to keep up,but to stay ahead of these trends.By actively anticipating evolving consumer priorities such as cost and quality of connectivity,personalization of key services and enhanced overall in-flight experience airlines can innovate at pace to provide solutions that directly address passengers developing needs.Against a backdrop of industry challenges outside the direct control of airlines,those that recognize this shift,and work to meet passengers increasingly sophisticated connectivity expectations,will increase their satisfaction and loyalty.With that in mind,this report explores how access to high-quality,low-cost(or no-cost)Wi-Fi is not only transforming the passenger experience as 83%of passengers now say WiFi should be free on flights over six hours but also dictating ideas and expectations for the future of travel.In short,passengers are already looking ahead to the next phase in personalized travel.Which is why keeping up with and exceeding their expectations can unlock vital new revenue streams and growth opportunities for airlines worldwide.I hope you find it as useful and insightful as we have.PASSENGER EXPERIENCE SURVEY 2024Don BuchmanVice President&General Manager,Commercial Aviation,Viasat23The quantitative research surveyed a statistically representative sample of 11,213 respondents from 11 different countries around the world the US,UK,Brazil,Germany,Australia,UAE,Turkey,Taiwan,South Korea,India,and China who had all flown within the last year.The frequent flyer qualitative research surveyed 100 respondents from the US and UK(50 from each)who had flown on at least six return journeys within the last year.Research was conducted on behalf of Viasat by Censuswide in August 2024.The report also contains fascinating insights from futurist and innovation expert Shelli Brunswick,a distinguished leader in the global space ecosystem.Shelli is renowned for her advocacy for space technology and innovation.She bridges the space community and the broader public,fostering collaboration that drives the industry forward.As a futurist,she collaborates with global think tanks and contributes to initiatives that shape the future space paradigm.Her support for under-represented groups has earned her accolades,including the Top 100 Women of the Future in Emerging Technology and two Lifetime Achievement Awards.She was selected as one of the 100 Voices for Our Planet,an initiative of the United Nations Environment Programme.Our researchPASSENGER EXPERIENCE SURVEY 2024Shelli BrunswickFuturist and Innovation expert34PASSENGER EXPERIENCE SURVEY 20244What passengers want5Connectivity is no longer a bonus its an expectationOne in three passengers stated that having no Wi-Fi access and being unconnected is one of the most frustrating things about flying today.Its a clear message to airlines,showing the commercial impact that quality connectivity can have on their business.The next logical and most positive step is to reveal passenger priorities,making it possible to deliver exactly what they want.So thats what we set out to discover.With connectivity shifting in customer minds from an optional add-on to an expected offering,we focused our research on unearthing the new factors that are considered most important when providing access to in-flight connectivity.The survey reveals that,cost,quality and accessibility are all important in nearly equal measure.Free or low-cost connectivity matters most to 36%of passengers when connecting to in-flight Wi-Fi,while having a reliable,consistent connection comes very close behind(35%).In short,it seems you cant really offer one without the other.Not if you want happy customers.When connecting to inflight WiFi5PASSENGER EXPERIENCE SURVEY 2024Free or low-cost connectivity matters mostA reliable,consistent connection matters most356%6What matters most to you when connecting to Wi-Fi in flight?PASSENGER EXPERIENCE SURVEY 2024Free or low cost to connect36cess to information about my destination19%Reliable,consistent connection,with no drop-outs35cess to my preferred streaming services(i.e.Netflix,Amazon,Hulu)33%Connecting with friends or work colleagues23%Keeping up to date with live news and events20%The best way to pass time on a flightsleeping60%having a beverage57%connect to Wi-Fi to access entertainment62keing connected beats both sleeping and drinking.When asked about the best way to pass time on a flight,62%of passengers say they would connect to Wi-Fi to access entertainment making it even more popular than sleeping(60%)or having a beverage(57%).Variety of applications/range of ways to use the connection14%7Passengers dont just expect Wi-Fi,they want it for freeThe rise in the availability of in-flight Wi-Fi has seen a concurrent increase in the expectation that access to this connectivity should be free.For long-haul flights,passengers are now almost as likely to say that connection to Wi-Fi is important,as they are to say that the connection should be free.They expect Wi-Fi and they dont want to pay extra for it.In fact,this expectation has increased since last years survey,demonstrating that access to free Wi-Fi is not a just a trend.Its a sustained and growing demand that shows no signs of slowing down.7PASSENGER EXPERIENCE SURVEY 2024Global appetite for free Wi-Fithink its important to be able to connect to WiFi on long-haul flights90%increases to 95%for China and South Korea95%think Wi-Fi should be free on flights over 6 hours long83%increases to 90%for respondents in Brazil90PASSENGER EXPERIENCE SURVEY 2024The longer the flight,the greater the demand for free Wi-FiIn 2023,only 50%of all passengers surveyed globally believed Wi-Fi should be free on short-haul flights lasting less than three hours.That has grown to 65%this year.Its a substantial uplift,possibly driven by passenger experience of flights where connectivity costs,or simply because Wi-Fi is now perceived as a must-have,rather than a nice-to-have.For flights over six hours,the percentage spikes by 18%,with 83%of respondents saying that Wi-Fi should be free,while 90%of passengers think its important to be able to connect to Wi-Fi on long-haul flights.NO24%(2,692)On a shorter flight(under 3 hours)NOT SURE11%(1,258)YES65%(7,263)NO13%(1,470)Medium length flight(3-6 hours)NOT SURE8%(938)YES79%(8,805)NO11%(1,213)On a longer flight(over 6 hours)NOT SURE6%(658)YES83%(9,352)Correlation between increasing length of flight and increasing demand for free Wi-Fi99PASSENGER EXPERIENCE SURVEY 2024Frequent flyer feedback The qualitative consensus of our respondents underlines the surveys quantitative response.But frequent flyers dont just expect free WiFi they require it on longer flights,taking their need one step further.“I would expect it to be offered on long distance flight trips or international flights,where it takes hours to get there.”“International flights require free Wi-Fi because of long hours required for the journey.”“Possibly not on budget airlines,but I definitely expect it on state carriers for flights of over four hours.”“Free in-flight Wi-Fi has been the hallmark of the US market and now were starting to see serious demand for this in Europe.Its why surveys like this one are so important to the industry.When passenger expectations are shown in black and white with the figures to back them up,senior management have the evidence they need to convince the C-suite to make the right decisions for the future.”Maik Brueckner Senior Director,Commercial Air,Europe,at Viasat10Passengers are prepared to watch ads in return for free Wi-FiWhile more passengers than ever expect free access to in-flight Wi-Fi,a large majority are willing to watch advertising to secure this.This is very encouraging news for airlines,highlighting the opportunity to recoup their connectivity investment.A huge 87%of passengers surveyed are prepared to watch ads in return for access to free Wi-Fi,and almost half(47%)even say they are actively happy to watch ads,thinking it is a fair exchange for the service it enables.South Korea is the country whose passengers are most prepared to watch advertising,with 94%willing and a huge 58%happy to engage with ads onboard.China is not far behind,with 93%prepared to watch advertisements.In addition,43%are happy to watch ads specifically in return for using social media and 40%would do so to access personal streaming services,such as Netflix.This marks a shift in opinion from the 2023 survey,when respondents rated watching too many ads as the fourth most likely factor stopping them from connecting to in-flight Wi-Fi.10PASSENGER EXPERIENCE SURVEY 2024Global appetite for in-flight advertisingof passengers are prepared to watch ads in return for access to free Wi-Fi87%which increases to 93%for China93%and 94%for South Korea94PASSENGER EXPERIENCE SURVEY 202411Personalization breeds loyalty12A personalized in-flight experience is the next frontierAside from cost and quality of connectivity,personalized entertainment is a key focus for passengers.In fact,71%prioritize access to personalized streaming services making it the most popular connectivity-based service.When asked which digital service would most improve their in-flight experience,the popular response is access to streaming services such as Netflix(41%)via their own accounts.A third(33%)prefer access to their own music streaming platforms,like Spotify.The interesting common denominator here is the wish to connect via their own accounts,something they find comfortable and familiar.There are interesting national differences too.56%of Brazilian respondents say that access to their own TV and movie streaming accounts would improve their in-flight experience,while 48%say it would be improved by access to their music streaming platforms.12PASSENGER EXPERIENCE SURVEY 2024The personalization passengers want mostprioritize access to personalized streaming services71%of Brazilian respondents say that access to their streaming accounts would improve their in-flight experience56%say it would be improved by access to their music streaming platforms48%say access to streaming services would most improve their in-flight experience41The survey also shows that,to make the experience even more personal,passengers want to be able to use a range of devices across different digital and entertainment services.This means onboard connectivity now needs to support the growing trend of dual-screening.The key finding here is again one of familiarity:passengers using what they know.They want to use their own devices to connect.Which is why,on flights where seatback entertainment is provided,only 6%said they would have no use for their personal device.A massive majority(94%)still prefer to use personal devices for other activities such as web browsing(46%),social media or messaging(46%),online shopping(29%)and work apps(29%).We should stress,however,that respondents dont discount the use of seatback screens altogether,they just see them as a part of their in-flight entertainment mix albeit slightly secondary to using their own devices to connect to their own accounts.13PASSENGER EXPERIENCE SURVEY 2024prefer to use personal devices for social media or messagingwould have no use for their personal device46%6%prefer to use personal devices for online shoppingprefer to use personal devices29%prefer to use personal devices for work appsprefer to use personal devices for web browsing29F%Personalization relies on personal devices14While only 35%of respondents said theyd be happy to share their interests and purchase preferences with airlines,theres a clear demand for personalized experiences when it comes to food and drink offers(48%),access to personal entertainment services(45%),and seatback entertainment recommendations(42%)suggesting there is a trade-off to be made for the airlines that can meet this demand.It seems that the more airlines that meet this desire for increased personalization,the more information passengers will be willing to provide to further enhance their in-flight service based on their specific desires and the more airlines will be able to benefit from access to this invaluable data.14PASSENGER EXPERIENCE SURVEY 2024food and drink offers48%personal entertainment services45%seatback entertainment recommendations32%Interest in personalised experiences aligned toglobal figure35%Brazil and UAEIndia43I%TaiwanChina45V%The commercial opportunities and challenges of personalizationPassenger demand for in-flight personalized services has doubled year-on-year.Percentage of passengers who say they would be happy to share their interests and purchase preferences with airlines15Understanding the new loyalty landscape75%of passengers say they would be more likely to select or rebook with an airline if quality in-flight Wi-Fi was available on a long-haul flight.That rises to as much as 83%in the UAE,and 92%in China.Even on shorter flights,60%say theyd be more likely to rebook if the Wi-Fi was good.Any airline looking at those percentages can only draw one conclusion:good quality Wi-Fi is now a significant commercial driver and a key factor in securing customer loyalty.In fact,one in five passengers(22%)wouldnt even consider flying a long-haul route with an airline that didnt offer connectivity.Getting there is no longer enough.How you get there and how you feel on the way now matters more than ever.Passengers want to feel accommodated,respected and connected.It is all about the experience,and connectivity is crucial to the creation of a positive in-flight experience.We expect the ability to meet these demands will play an increasingly major part in boosting airlines NPS score.15PASSENGER EXPERIENCE SURVEY 2024Connectivity is critical to loyal customers worldwidelikely to select or rebook with an airline if quality in-flight Wi-Fi is avaiable75%rising to 83%in the UAE83%and 92%in China92%wouldnt even consider flying a long-haul route with an airline that didnt offer connectivity2216PASSENGER EXPERIENCE SURVEY 2024Frequent flyer feedback The qualitative commentary is clear:if you dont offer reliable Wi-Fi,dont count on me flying with you again.In fact,66%of our frequent flyer panel say they are more likely to rebook with an airline that provides high quality in-flight Wi-Fi.“I once chose a flight specifically because it offered reliable Wi-Fi,allowing me to work during the journey and meet an important deadline,making the convenience of connectivity a key factor in my flight selection.”“It would greatly influence my decision on my next flight.I would be very likely to rebook with such airline.”“I would definitely choose one airline over another if the Wi-Fi connection was better.”“I mainly travel for work and need to rely on my Wi-Fi to send emails and other work-related things.”of frequent flyers are more likely to rebook with an airline that provides high quality in-flight Wi-Fi.66Passengers are willing to pay more for personalizationPASSENGER EXPERIENCE SURVEY 2024Regional attitudes to personalized services17A surprisingly high percentage are prepared to ensure a personalized in-flight experience by paying extra for what they consider to be key services.The services respondents were most willing to pay for are focused on staying entertained during flights in line with their on-the-ground preferences.Secure access to your own personal streaming accounts(Netflix,Disney,Amazon)33%Live sporting events20%Unlimited social media usage29cess to exclusive entertainment content(TV shows,exclusive films)29%To sit in a family or adults only area26%Live TV25%Unlimited downloads23%To sit in a video call area18%Other live events,such as music concerts16%To enter a group chat with other people on the aircraft15%To sit in a no video call area13%Which,if any,of the following services would you be prepared to pay a little extra for?of UAE respondents are most likely to pay for unlimited social media access41%of Indian passengers are likely to pay more to access exclusive entertainment content47%of Brazilian respondents are happy to pay extra for access to their own streaming account45%of Chinese respondents are happy to pay extra for access to their own streaming account49PASSENGER EXPERIENCE SURVEY 202418The future of flying19Inflight Wi-Fi is empowering passengers to dream biggerAt a time where airlines face a multiplicity of consumer frustrations outside their direct control congested airspace,flight delays,cancellations,turbulence this report demonstrates that theres one thing they can offer which will improve the passenger experience and drive customer loyalty:access to high quality connectivity.In fact,meeting the Wi-Fi demands of passengers today is opening up a world of possibilities for the future of air travel.Passengers are imagining where such connectivity could take the in-flight experience over the coming years and are excited by the possibilities.A huge 92%of passengers are keen to see innovations made possible on planes in future,highlighting that airlines could go much further in the minds of customers.This is both a challenge and an opportunity for the industry.So,how can airlines meet these expectations to ensure passengers stay loyal?19PASSENGER EXPERIENCE SURVEY 2024 of passengers are keen to see innovations made possible on planes in the future92 “To meet escalating passenger expectations,airlines can draw inspiration from the space sector,where technology has transformed operational efficiency and human-centered design in extreme environments.Connectivity is now foundational;in-flight Wi-Fi must go beyond basic access,delivering high-speed,stable connections that support passengers needs for productivity,entertainment,and real-time engagement.Seamless connectivity becomes an expectation rather than an amenity,positioning airlines as platforms for continuous digital experience.“In tandem,personalization is key.Just as space missions leverage adaptive technologies to improve astronaut well-being,airlines can adopt passenger-centric innovations,such as modular seating that conforms to individual body types or sensory lighting systems that adjust to circadian rhythms,offering tailored comfort across long-haul flights.Passengers value familiarity,and this can be achieved by enabling access to personal streaming and social media accounts,which replicate the convenience of at-home digital ecosystems in-flight.“Future-focused enhancements also include smart cabin configurations that support varied needs,from workspaces to restful areas,creating a flexible in-flight environment.Advanced materials used in aerospace,designed to withstand physical stress,can similarly boost airline comfort and durability.By focusing on these features,airlines align with passengers growing desire for personalized experiences catering to productivity and relaxation.“Through these strategic upgrades,airlines can elevate passenger satisfaction and build loyalty,creating a new standard for the in-flight journey.Leveraging such innovations positions airlines to remain competitive in a digital-first travel market,turning flights into transformative,tech-enhanced experiences that set a benchmark in the aviation industry.”We asked Shelli Brunswick,futurist,innovation expert and leading advocate for the global space ecosystem,to share her thoughts:PASSENGER EXPERIENCE SURVEY 2024Shelli BrunswickFuturist and Innovation expert2021Passengers are impatient for their dreams to become a realityPassengers are curious about how their in-flight experience could be further improved if airlines embrace groundbreaking ideas and realize the innovative possibilities of connectivity.The airlines that do so are more likely to be the ones that lock in long-term loyalty and unlock new revenue streams.So,what do passengers actually want to see on the aircraft of the future?55%would like enhanced entertainment and sensory in-flight experiences,including panoramic,floor-to-ceiling windows;mixed reality windows displaying digital information about landmarks;outside views displayed across cabin walls/ceiling;immersive,wrap-around seatback screens;and VR entertainment systems.51%want to see services that improve their comfort and wellness on flights,including access to biomimetic seating with smart materials that adapt to body shape,height,and weight;health and wellness sensors/monitoring;spa treatments;and gym areas.47%would like to see enhanced in-flight automation,including robot cabin crew;pilotless aircraft;and virtual travel concierges.21PASSENGER EXPERIENCE SURVEY 2024Passengers around the world want in-flight innovationswould like to see enhanced in-flight automation47%want to see services that improve their comfort and wellness on flights51%would like enhanced entertainment and sensory in-flight experiences5522 22PASSENGER EXPERIENCE SURVEY 2024Frequent flyer feedback When asked what theyd like to see on flights in the future,the conversation amongst our qualitative panel focused on two main themes:“Being able to customize meals through the seatback screen before they start serving them and being able to order drinks and snacks via the screen.”“Quiet Pods and more sensory,relaxing experiences.”“I want to see a more personalized experience for every customer to ensure a more enjoyable flight.”“On-screen temperature control for each seat,and enhanced mood lighting.”“A more personalized experience with assistive technologies.”“Adjustable lighting and seats that turn into flat beds with privacy screens.”PersonalizationComfort and serenity23Passengers believe AI will be key to delivering a superior in-flight experience As passengers look to the in-flight future,they are particularly interested in how AI-enabled innovations could help improve their in-flight experience.Excellent connectivity makes AI-based services possible.Viasat-enabled speeds average 22 Mbps,as evaluated by the Wall Street Journal,and passengers are already wondering:what can airlines achieve with that level of connectivity?And more to the point when will they do it?23PASSENGER EXPERIENCE SURVEY 2024Most popular AI-enabled improvementswould like to see airport transfer optimization33%of Taiwanese passengers would like AI-enabled optimisation of their transfer transportation44%want to see a recommended destination itinerary33%of Chinese respondents would like AI to recommend a destination itinerary51%would like recognition of food and beverage preferences33%of Indian respondents would like recognition of their food and beverage preferences48$“Passengers embrace AI for its personalization,efficiency,and adaptabilityhallmarks of future-focused space technology advancing in-flight.”“Passengers are increasingly drawn to AI for its ability to deliver personalized,efficient,and responsive in-flight experiencesa trend reflecting the space sectors advancements in user-centric,adaptive technologies.Just as AI is revolutionizing how astronauts interact with their environment,it has the potential to transform air travel by anticipating passengers needs and tailoring services in real-time.From optimizing meal preferences to suggesting relevant destination activities,AI creates a journey that feels uniquely tailored to each traveller,offering a seamless digital extension of daily life.“As AI becomes more sophisticated,passengers can expect virtual assistants to handle a range of services,from real-time language translation to in-flight entertainment recommendations.Airlines are beginning to integrate these technologies,but as connectivity improves through robust satellite networks and data processing advances,passengers may see AI-driven services become widespread on planes within the next few years,ushering in a future where each journey is uniquely enhanced by intelligent,interactive support.”Again,we asked futurist and space expert Shelli Brunswick for her thoughts:PASSENGER EXPERIENCE SURVEY 2024Shelli BrunswickFuturist and Innovation expert24Frequent flyer feedback 1 in 6 of our frequent flyer panel say they already want to see more AI in the cabin suggesting everything from“AI service assistants”to“AI-generated in-flight entertainment content”.25The cabin experience of the future?“Innovations within the airline cabin are transforming the passenger experience,aligning with trends that have reshaped space exploration and human-centered design in extreme environments.With each advancement,airlines are meeting passenger expectations and redefining what it means to travel,creating a future where the journey itself is as fulfilling as the destination.”Shelli Brunswick25PASSENGER EXPERIENCE SURVEY 2024“Airlines are exploring immersive entertainment experiences through VR and wrap-around seatback screens,offering passengers a new level of engagement and escapism during their journey.These innovations allow travelers to tailor their in-flight experiences,whether they seek productivity,relaxation,or enrichment.”Shelli Brunswickwould like to see enhanced in-flight automation,like robot cabin crew and virtual travel concierges.“With rising demand for personalization and comfort,airlines are moving beyond traditional seating layouts and amenities to offer adaptable,modular designs that cater to varied passenger needs.For instance,multi-functional seating configurations allow airlines to create dedicated zones for work,relaxation,and socializingspaces that adapt just as spacecraft do to optimize human engagement and comfort in tight quarters.Shelli Brunswickwould like enhanced entertainment and sensory in-flight experiences like panoramic or mixed reality windows“Advanced materials are also enhancing comfort and durability.Lightweight,biomimetic materials,inspired by aerospace technology,are now being incorporated into cabin interiors to increase sustainability and passenger well-being.These materials can reduce fatigue,promote posture support,and even help regulate temperature to ensure a more comfortable environment on long-haul flights.“Furthermore,lighting innovations are crucial in shaping a relaxing and restorative experience.Smart lighting systems,influenced by circadian science used on space missions,can adjust brightness and color to help reduce jet lag,gradually preparing passengers for time zone shifts as they approach their destination.”Shelli Brunswickwant to see services that improve their comfort and wellness,like spa treatments and gym areas.51UG&Airlines need to get onboard with the in-flight experience of the future fast Flying in the near-future will be characterized by unprecedented levels of personalization and comfort within a more technologically advanced environment all enabled by hyper-connectivity.Those airlines that are the first and fastest to embrace this new reality,are more likely to enjoy considerable commercial advantage and customer loyalty as a result.Our research found that passengers worldwide are demanding a more personal,digitally connected and operationally efficient travel experience,and they will reward airlines that offer it with their advocacy and loyalty.In fact,in many cases,their ideas for the future are already racing beyond the industrys own imagination.In the air,we can expect a smarter,comfier,more customizable cabin environment,perhaps with virtual windows offering adaptable views.On long-haul,the likelihood of jet lag will be reduced thanks to dynamic lighting and oxygen-level optimization.Built-in noise-cancelling technology could create quiet zones,enhancing rest and relaxation.Passengers will enjoy seamless,high-speed internet supporting virtual reality(VR)or augmented reality(AR)experiences.From business to entertainment,they will be able to immerse themselves in whatever they choose.Playing games,exploring destinations,meeting clients in a virtual environment,and participating in live events happening on the ground.Personalization will reach new heights with AI-driven services that anticipate passenger needs:from custom temperature settings to personalized meal options based on dietary preferences and health data,every aspect of the flight could be tailored to the individual.The need for human crew could be reduced by virtual assistants or even holographic attendants,offering everything from travel information to real-time language translation,as robotic service trolleys trundle up and down the gangway in answer to passenger e-orders.All while the plane flies itself.No pilot required.This will all be possible through the use of ultra-reliable,robust,satellite connectivity.Such connectivity will be the hallmark of future flights,with LEO and GEO satellites helping to provide constant,consistently reliable,in-flight connections.How well airlines perform in the future will largely depend on how well and how fast they build on the possibilities of such connectivity.By delivering innovative passenger experiences they will attract more bookings and create a foundation of longer-term loyalty.The type of loyalty that could help them weather future industry turbulence.Ultimately,the case is clear,connectivity will be the cement that will bind and secure airlines futures.The question is no longer should we embrace connectivity?.Instead,it is How can we embrace connectivity better and faster than our competitors?As the main driver of great in-flight experiences,connectivity is now the benchmark by which airlines will be judged by passengers,and by the market.26PASSENGER EXPERIENCE SURVEY 2024Don BuchmanVice President&General Manager,Commercial Aviation,Viasat2727PASSENGER EXPERIENCE SURVEY 2024Methodology Research was conducted by Censuswide on behalf of Viasat in August 2024.UK:1515Germany:1002Turkey:1002UAE:510India:1030China:1009South Korea:755Brazil:865US:1515Australia:1009Taiwan:500The frequent flyer qualitative research surveyed 100 respondents from the US and UK(50 from each)who had flown on at least six return journeys within the last year.The quantitative research surveyed a statistically representative sample of 11,213 respondents who had flown within the last year.28Viasat is a global communications company that believes everyone and everything in the world can be connected.With offices in 24 countries around the world,our mission shapes how consumers,businesses,governments and militaries around the world communicate and connect.Viasat is developing the ultimate global communications network to power high-quality,reliable,secure,affordable,fast connections to positively impact peoples lives anywhere they areon the ground,in the air or at sea,while building a sustainable future in space.In May 2023,Viasat completed its acquisition of Inmarsat,combining the teams,technologies and resources of the two companies to create a new global communications partner.PASSENGER EXPERIENCE SURVEY 202428Copyright 2024 Viasat and the Viasat logo are registered trademarks of Viasat Inc.All other trademarks mentioned are the sole property of their respective companies.Specifications and product availability are subject to change without notice.EMAIL:commercial-WEBSITE: US
2024-12-26
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Mainstreaming social and emotionallearning in education systemsPolicy guideThe Global Education 2030.
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Transforming Classrooms&Unlocking Potentialwith AI-Powered Mastery LearningDiscover a revolutionary learning model where students learn 2x in just 2 hours a day whileabsolutely loving school.See how they excel academically while getting the gift of time forlife skills,holistic development,and personal growth.Explore the science,implementation,and extraordinary outcomes of 2 Hour Learning,with data from Alpha School.Welcome to theFuture of EducationTable of ContentsIntroduction1Key Disclaimers1The Concept of 2 Hour Learning2Unveiling the Phenomenal Results2How is 2x Learning Measured?5Segmentation by Achievement7Performance Based on Age10Academic Engagement and Efficiency13Why 2 Hour Learning Works14Tactical Insights 18Addressing Potential Issues19Daily Learning Processes20Student Experience21The Apps22How Do Parents Know Whats Going On?24Conclusion27Executive Summary Transforming Classrooms&Unlocking Potential with AI-Powered Mastery LearningIn todays fast-paced world,traditional education systems are increasingly failing children.The current approach is outdated,filled with busy work,and often a colossal waste of time.Enter 2 Hour Learninga transformative model that empowers students to crushacademics in 2 hours a day and 2x faster with AI-driven personalized education,freeing up4 hours to develop life skills and explore interests.Our students dont just survive schoolthey thrive and love every second of it.Innovated by MacKenzie Price,2 Hour Learning is redefining and revolutionizing theclassroom.We utilize adaptive technology to provide coursework at the right level and theright motivation to foster a self-driven learning environment.This is the future of education.Key Highlights:Personalized,Mastery-Based Learning:Each student embarks on a tailored,mastery-based academic journey,ensuring deep understanding,fostering long-termretention,and eliminating learning gaps.The Gift of Time:With only two hours required to crush academics,students havetheir afternoons to develop life skills such as leadership,teamwork,critical thinking,problem-solving,and more,through hands-on activities.Guiding the Way:There are no academic teachers;Guides motivate and supportstudents as they become self-driven learners.Data from Alpha School,the pioneer of 2 Hour Learning,showcases our extraordinaryoutcomes and phenomenal results.The truth is clear:Children can learn twice as much injust 2 hours a day compared to 6 hours in a traditional school.Key Disclaimers:Not Just EdTech:This model isnt a mere magic software solution.It is acomprehensive system in which student motivation is the key to 90%of success.Suitability:While 2 Hour Learning works for 80-90%of children,it may not be suitablefor everyone.Phenomenal Results:Standardized Test Performance:This springs MAP(Measures of Academic Progress)results show that students averaged in the top 1-2%for every subject.2x Learning Measurement:Students at Alpha outpace their peers in traditional school byat least 2x.Segmentation by Achievement:Advanced Students:Excel beyond their age grade into the highest knowledge grade,often ranking in the top 10%nationally at that level.Students Falling Behind:Rapidly advance by closing significant knowledge gaps withthe help of AI tutors.For example,seven boys who were two years behind advanced4.6 times faster,completing two entire grade levels in just six months.Low-SES Students:Achieve learning rates 2.1 times faster,demonstrating the modelseffectiveness across diverse backgrounds.Performance Based on Age:Primary and Middle Schoolers:Thrive with a balanced schedule of intense academicsand afternoon activities.On average they learn at least 2x faster,the top 2/3rds blazethrough at 2.6x,and the top 20%rocket ahead at nearly 4x.Kindergarteners:At first,they were assumed to be too young for 2HL,but they havesurpassed expectations,with most students ranking in the top 1%by year-end.High Schoolers:Their impressive SAT(average 1470 )and AP scores(4s&5s)haveearned them acceptances at prestigious universities(Stanford,Vanderbilt,USC,etc.)Academic Engagement and Efficiency:Despite the rigorous academic outcomes,students are absolutely not burnt out.In fact,they nd up spending less than 2 hours a day on academics,because they can efficientlyand effectively master their subjects.How 2 Hour Learning Works:Were able to transform cutting-edge learning science(like Blooms 2 Sigma theory)intoaction by eliminating the traditional teacher-led classroom approach.AI tutors providepersonalized learning plans to bolster strengths and address areas of improvementimmediately a mastery-based approach.Our Guides give students the support they need to tackle any challenges,adopt a growthmindset,and become self-driven learners individualized attention.This departure fromconvention results in exceptional academic achievements,time for life skills,and happierstudents.Tactical Insights:Students complete grade levels in significantly less time,as our tech can identify exactlywhere they are faltering and fix it.With 30-minute lessons AI-recommended correctivesessions,they efficiently finish a grade in 80 days,achieving rapid advancement and deepmastery.Addressing Potential Issues:However,there will be a few cases where our model will not work for your child.There arethree reasons why this may happen:Material Too Hard:Students must master foundational skills before progressing toadvanced material.Our program includes lessons and time to memorize them as thequickest path forward is by going back to the basics.Lack of Engagement:Unless students engage with the apps,they cannot progress especially if they misuse or refuse them.Our Guides tackle this,providing constantmotivation and support to help students.Parental Alignment:Philosophical alignment between parents and the 2 Hour Learningmodel is imperative for student success.Its crucial for parents to understand how itworks and see the results so they can decide if this is the right fit.Daily Learning Processes:A 2 Hour Learning day includes four focused 25-minute sessions on core subjects,withadditional time for math strategies and breaks.This ensures a comprehensive educationand afternoons for life skills.Student Experience:Students use adaptive apps that deliver tailored learning paths coupled with auditory andvisual supplements.The Dash dashboard is used for tracking progress,setting goals,andhitting daily targets.AI tutors keep students sharp,using Speed Bumps and StruggleDetectors to smash through challenges.Parental Monitoring and Insights:90%of parents believe their child is at grade level,while standardized tests show that lessthan 50tually are.This is why we measure progress consistently and give parentsaccess to detailed data,including MAP results and daily learning efficiency.Metric-orientedparents value this,as it provides unparalleled insight Conclusion:2 Hour Learning goes beyond the classroom to nurture lifelong learners and leaders.Bycrushing their academics in just 2 hours a day,students have more time to developessential life skills,pursue passions,and truly grow as people.Our model revolutionizeseducation,unlocking the limitless potential of every child.IntroductionIn todays fast-paced world,the traditional school system is increasingly failing children.Itsoutdated,laden with busy work,and often a colossal waste of time.Now,in contrast,imagine aschool where students focus on academics for only 2 hours a day and still outperform their peersin traditional schools.A place where they love to go and where they crush academics.Classroomsthat have no teachers;instead,students learn academics through an AI tutor on apps,providingeach student with a 1:1,mastery-based academic journey and guaranteeing success.My name is MacKenzie Price,and Im the co-founder of 2 Hour Learninga revolutionary newlearning model transforming education as we know it.It focuses on providing the right courseworktailored to each students needs and ensuring the right motivation to foster a self-driven learningenvironment.Heres what powers it:Personalized,Mastery-Based Learning:Each student receives a tailored academic journeythat ensures they master each topic before moving on.The Gift Of Time:Students spend only 2 hours a day on academics,freeing up the rest of theday for other enriching activities.Holistic Development:Beyond academics,the model emphasizes the development of lifeskills such as leadership,teamwork,public speaking,financial literacy,entrepreneurship,andsocialization through engaging workshops.Students engage in active,hands-on activities todevelop these critical life skills.This document delves into how 2 Hour Learning works and the remarkable academic results itdelivers.Data from Alpha School,the first campus to implement 2HL,demonstrates that childrencan learn twice as much in just 2 hours a day compared to 6 hours in a traditional school.Key DisclaimersBefore diving into the details,its essential to address a couple of key points:Not Just EdTech:2 Hour Learning is not magic software.Edtech constitutes only 10%of thesolution,while 90pends on having a motivated student.There are no academic teachers;Guides motivate and support students as they become self-driven learners.Additionally,bygiving students their most valuable resourcetimeback,they can spend the rest of theschool day developing life skills through engaging workshops.1Suitability:This system works excellently for 80-90%of children-more on that later.The Concept of 2 Hour LearningThe 2 Hour Learning model is a revolutionary approach that enables students to excel atacademics in just 2 hours daily.Powered by AI-personalized learning apps and Guides in place ofteachers,this model adapts to each students needs and pace,ensuring theyre challenged at theright level and given the right kind of support.With adaptive AI technology pinpointing exactly whatstudents know and dont know,they achieve mastery over concepts at least 2x faster.This opensup 4 hours for pursuing passions and developing crucial life skills,which motivates them to lookforward to learning.Unveiling the Phenomenal ResultsThe results of 2 Hour Learning are extraordinary,often coming across as too good to be true andleading to skepticism.Its imperative to address these doubts.Heres a detailed explanation:Standardized Test Performance:MAP(Measures of Academic Progress)is a nationwidestandardized test taken by millions of students.MAP holds 2 Hour Learning accountable for K-8,and SAT/AP tests are used for high school.The report for the 2023/24 school year,showinghow we did at each grade level and in each subject,is given below.23Fig.1:Grade-level/subject MAP reports showing student scores across the board 4Here it is in another format:Fig.2:Aggregated Grade-level/subject MAP scores How is 2x learning Measured?This is a common question that we receive.As mentioned,MAP is the third-party grader,measuring how much students learn each year.At Alpha,these scores are always doubled.Forexample,looking at the NWEA MAP Math Student Achievement Percentiles for 2020 below,a 50thpercentile 5th grader typically goes up 4 points in math over a year.At Alpha,that student will goup 8 points.Similarly,a 99th percentile 7th grader goes up 7 points in traditional settings but 14points at Alpha.If you look at the Spring achievement column,which measures how much students know,you cansee that most of our classes are in the top 1%for every subject.5 Fig.3:MAP Student Achievement Percentiles6The grid above is for all grades/all percentiles here is the report for an individual student:MAP tests are conducted three times annually,providing benchmarks to monitor and trackstudents academic progress and growth throughout the school year.We make sure that studentsare on the right track,learning 2x,and parents hold us accountable to deliver these results.Segmentation by AchievementSegmenting the MAP data reveals stellar performance across different cohorts.This first one is byachievement.The average student learns at least 2x faster,the top 2/3rds blaze through at 2.6xfaster,and the top 20%?Theyre rocketing ahead at nearly 4x the speed.Fig.4:MAP Student Achievement PercentilesFig.5:Learning outcomes for top 20%,middle 2/3rd,and all students,respectively 7Performance Across Student GroupsAdvanced Students:Advanced students often feel unstimulated and bored in traditional schools,losing interest when not challenged,stunting their growth and potential.Being gifted,then,doesnot seem like much of a gift.At Alpha,2 Hour Learning allows kids to excel beyond their age grade,placing them in the highest knowledge grade at which they are placing in the top 10%nationally.Here are some real results,showing students age grade versus their knowledge grade,based onNWEA MAP scores.Fig.6:Advanced students age grade versus their knowledge grade based on NWEA MAP scoresThese results are unbelievable to most parents,but the truth is clear:Your children are capable ofso much more than they get to do in traditional school.They just arent given the right challengeand motivation.With an AI tutor,students can move as fast as they are capable of learning theskys the limit!Students Falling Behind:On the other hand,some children are lagging behind.Parents andstudents are both unaware of significant knowledge gaps that the student has that will onlysnowball.These kids may not even know what they dont know,so how can they fix it?Our model excels at taking children who are behind and enabling them to catch up.With AI tutorsthat are adept at identifying and addressing these gaps,kids rapidly advance,smashing throughtheir academic barriers like never before.8Here are the results from a group of 7 boys who were 2 years behind and needed help.Within just6 months,they learned 4.6x and completed 2 entire grade levels!Fig.8:Students catching up rapidly using AI tutors Low-SES Students:Alpha has a campus in Brownsville,TX,which has one of the poorest schooldistricts in the country,and the students there learned 2.1x faster.Here is the thing about an AITutor:it doesnt care if a student is white,black,or brown.It doesnt care if a student is rich orpoor.It doesnt care if a student is in the 15th percentile or the 85th.It is infinitely patient andsteadfastly goal-oriented toward mastery.931q%0 %Winter 2023Winter 2024LOW SES STUDENTS:2ND GRADE READING PERCENTILE CHANGE31%0%Pu0%Winter 2023Winter 2024LOW SES STUDENTS:2ND GRADE MATH PERCENTILE CHANGEFig.9:Low-SES students accelerated pace of learningPerformance Based On AgePrimary and Middle Schoolers:Middle schoolers at Alpha School thrive like never before.Bolsteredby the streamlined academic schedule,they crush their studies in the morning and have the entireafternoon to dive into their passions and develop life skills.This combination of intense academicsand ample free time skyrockets their performance.Whats even more amazing is that over 90%ofAlpha students didnt just say they liked schoolthey said they loved it!Fig.10:Concentration of students per percentiles based on the MAP score10Kindergarteners:When we started Alpha,we didnt offer a Kindergarten class because weassumed that they were too young to learn via apps.We were proven wrong our youngestlearners excelled in this environment.As you can see in their MAP scores below,almost all studentsare in the top 1%by year-end.Fig.12:All Kindergarten MAP Scores High Schoolers:The focus is usually on Kindergarten through 8th grade,but lets talk a little bitabout high school.These students have been using 2 Hour Learning the longest,some without anacademic teacher for 10 years.In high school,MAP isnt the key metric.Instead,SAT and Advanced Placement tests lead the way.The results?An average SAT score of 1470 and over 90%of students scoring 4s or 5s on APs.Alongside this,they are still able to undertake and complete Olympic-level Masterpiece Projectsthat teach them real-world skills.Colleges could not get enough of these self-driven learners!This year,the first graduating class ofAlpha High secured spots at Stanford,Vanderbilt,USC,UCL(London),NYU Shanghai,The Universityof Texas(Honors),University of Austin,Howard,Northeastern,and FIT.Half were National MeritScholars or Commended Scholars,with five being AP Scholars with Distinction Highest Honor.11Fig.13:Chart of high school students SAT scores in comparison to the national average Fig.14:Some universities where Alpha High Graduates will be heading this fall 12Academic Engagement and EfficiencyThese academic results across K-12 are amazing so amazing that the next thought is,Wow,youmust exhaust these kids out with tons of class time and tons of homework!”Daily Academic Hours:So,are Alpha students burnt out?Not in the slightest.On average,theyspend less than 2 hours a day on academics.Heres the proof:A graph showing the actualnumber of hours that Alpha students spend each day on their academics.Fig.15:The number of hours students spend each day on academics.As you can see,the average is less than 2 hours a day.Some students go over 2 hours,but not a single one exceeds 3.Those putting in extra time are either catching up or surging aheadtaking full control of their learning journey.These students arent just getting by;theyre efficiently and effectively mastering their subjects.Fig.15:Graph showing the completion of effective 2 hour sessions across subjects by different students13 At this point,were met with jaw-slacked,wide-eyed disbelief:How can they learn and do so muchin such little time?Our experience as parents and the schooling we went through makes this seemunthinkable,but it is most definitely possible,bringing us toWhy 2 Hour Learning WorksOur remarkable results in just 2 hours a day are achieved by leveraging learning science andeliminating the traditional teacher-in-front-of-classroom model.This has been a 10-year processsince the very first school opened in 2014,and while it is presented as a polished model,it remainsan evolving system.The 2 Hour Learning model is leading-edge,and parents should expectexcellent outcomes,not perfection.Nevertheless,even if there are hiccups with the technology orthe tech glitches,we always deliver results.Learning Science and Pedagogy:Thousands of learning science papers have been written abouthow students can best learn.Benjamin Blooms 2 Sigma Problem is a seminal paper published overfour decades ago.All of these papers describe how students can learn 2x,5x,or even 10 x faster.But heres the kickerthey all start or end with this doesnt work in a standard teacher-in-front-of-a-classroom model.”Fig.16:Blooms 2 Sigma paper findings in action14 The 2 Hour Learning model is grounded in extensive learning science research,especially Bloomsfindings,which show that students can learn significantly faster with personalized approaches.Astraditional classroom models cannot replicate these results,we make sure nothing about ourmodel is conventional,and thats the core of how we work and succeed.We have removed the teacher from the front of the classroom.No one has ever dared to do thisbefore.Imagine starting a school and declaring,We wont have any academic teachers.We didexactly that!Hundreds of Alpha Austin parents made their kids pioneers in this bold experimentover the past 10 years,and because of their courage,your child can now benefit from thisgroundbreaking approach.Lets take two learning science examples from Blooms 2 sigma paper.Individualized Tutoring and Learning Plans:Example#1 of why the teacher-in-front-of-the-classroom model doesnt work.Classroom Diversity in Knowledge:80%of a standard classroom does not have the samebackground knowledge,especially post-COVID.Some students are behind,some are at gradelevel,and some are ahead,so teachers have no choice but to teach the middle the average.Fig.17:A visualization of the spread of scores in one grade 15 A teacher cant possibly give individual lessons to each kid,but an AI tutor can.It is not confined tothe standard limitations.Case Study:We had a new 8th grader join the school who was behind academically,though sheand her parents didnt realize the extent of the issue a common occurrence.If placed in 8th-grade material based on her age,it would have been overwhelming and demoralizing.Instead,theAI tutor assessed her needs and started her with 5th-grade material.This precise placement andindividualized learning plan boosted her confidence and proved she could learn.With just one extrahour of work,she quickly advanced.By the end of her first year at Alpha,she was academicallyready for high school,saving her years of struggle.Mastery-Based Learning:Example#2 of why the teacher-in-front-of-the-classroom modeldoesnt work.Mastery learning is a game-changing concept:Dont put students in material that is over theirheads,and if they havent mastered the basics,they do not attempt the advanced.But for this towork,students need to be given all the time they need to nail the material.Unfortunately,traditionalclassrooms cant ever handle this.Teachers must stick to the lesson plan,moving on to new concepts as the school yearprogresses.If students dont fully understand,theres not much that can be done about it.This approach leaves students with any learning gaps at all struggling in advanced lessons at somepoint or another.If you cant ace 70%of division problems,youll be lost in fractions,which demandmastery of division and multiplication,and even if you understand 90%at one point,the remaining10n still snowball down the line.Unless students have grasped 100%of the lesson,they are not okay to move on to the nextconcept.Given below are the consequences of what happens when this is allowed:the averagehigh school senior scores the same on a nationwide standardized test as the best 3rd grader.16 Fig.18:Conceptual discrepancies across grade levels17 Thats the learning science behind 2 Hour Learning and our success.With AI Tutors,students getindividualized plans tailored to their pace and level of knowledge,ensuring they achieve truemastery before moving on,giving them clarity and encouragement.Now,lets dive into thedetailed aspects.Tactical InsightsTime to Learn a Subject:In a traditional school,there are 180 school days,typically with 1 hour perday in class plus homework.Heres an Alpha chart detailing the number of lessons per grade,theduration of each lesson,and the total time required by students.Fig.19:Alpha Lesson Chart showing the number of lessons per grade,the average time per lesson,and the total time requiredBreakdown:3rd-grade language has 100 lessons,averaging 16 minutes per lesson,totaling 40hours.Now,you might pick up on the fact that it should only take about 25 hours,not 40.So whythe difference?Well,when students get stuck,the AI Struggle Detector steps in,identifying when a student isfacing challenges and providing additional targeted or easier lessons to address these difficulties.Students thus end up doing more than the minimum number of lessons.Plus,there are days whenstudents might not be fully focusedtheyre messing around,distracted,or just not feeling it.On average,they can complete the entire grade level in 40 hours.Lets break that down.If theyused 1-hour classes,theyd finish in less than 2 months.We use 30-minute sessions,so it takes 80days to finish.18With 180 school days in the year,a student needs to finish a grade in 90 days if theyre going tocomplete 2 grades in one year.80 days fits comfortably within that 90-day window,allowing fortest days and absences.Once they master 3rd grade,they move on to 4th grade for the second90-day period,which has 93 lessons at 15 minutes each.Fig.20:Lessons per grade mastered over the course of 180 days So there you have it:This is how students can easily learn 2x as much in only 2 hours/day.Addressing Potential IssuesHowever,there will be a few cases where our model will not work for your child.There are threereasons why this may happen:Material Too Hard:If students dont have the necessary Fast Math skills for advancedmaterial,they will struggle.Without memorizing basic addition,subtraction,multiplication,anddivision tables,they cant progress in 2 hours.They must go back and master these basicsfirst.In our program,students are given specific lessons and time to memorize them,oftennewly learning that the quickest path forward is by going back to solidify foundational skills.Lack of Engagement:The system fails if students dont engage with the app.If they refuse touse it or misuse it(e.g.,typing random letters into math problems),it indicates a motivationissue.This is what we have our Guides tackle.They spend their day motivating and emotionallysupporting students,working tirelessly to find ways to keep them engaged.19Parental Alignment:The most challenging aspect to overcome is when parents are notphilosophically aligned with the 2 Hour Learning model.This misalignment can hinder studentengagement.Its crucial for parents to understand how 2 Hour Learning works and see theresults so they can decide if they support their child becoming a self-driven learner or prefer atraditional teacher-led approach.Daily Learning Processes Another question we get asked is about what a day in the life of a 2 Hour Learning student lookslike.At Alpha,the structure of the 120 minutes is as follows:4 Sessions of 25 Minutes Each:Utilizing the Pomodoro technique,students engage infocused 25-minute sessions dedicated to Math,Science(&Social Science),Language(&Writing),and Reading.Additional 20 Minutes:This time is primarily devoted to Math but also includes vital learningconcepts such as learning strategies,test-taking techniques,and Depth of Knowledge(DOK)exercises.Incorporating Breaks:The 2-hour schedule includes necessary breaks and recess to keepstudents refreshed and engaged.Balanced Subject Time:Science and Language occupy roughly half the time allocated toMath and Reading.Once students complete their Science and Language material,theytransition to History,Social Science,and additional writing lessons,ensuring holistic education.After this,they have their afternoons to engage with their passions,delve into interests,and learnvaluable life skills.Fig.21:120 Minutes with 2 Hour Learning 20 Student ExperienceWhen academic sessions are underway,students use an individual dashboard called Dash tomanage their learning,which ensures:Visual Progress Tracking:The student can see a visual representation of the lessons remaining intheir grade level.The Jenga tower illustrates the subjects they have mastered and the ones still tobe completed.Fig.22:Dash Jenga Tower Goal Setting:Students can set long-term goals and see how these impact their daily objectives.This feature fosters a sense of ownership and control over their learning journey.(Parents also haveaccess to this information.)Fig.23:Dash Student Goals 21 Daily Completion Check:The Daily Rings feature allows students to easily check if they havefinished their daily work,providing immediate feedback and motivation.The Apps:Take a look at our application interfaces.During 2 Hour Learning,students work inadaptive apps tailored to each subject.These apps match the students exact level and pace whileoffering various ways to present information,including auditory and video supplements.Thisapproach is especially beneficial for younger learners and students with learning differences.The AI tutor guides students on how to use the apps to learn,helping them when they encounterchallenges.It is constantly assessing and monitoring how a student is progressing through theirlessons via Speed Bumps and Struggle Detector.Fig.24:Dash Daily Rings 22Fig.25:The Alpha Apps AlphaRead,AlphaFlash,and AlphaWrite apps show sample questions and feedback23 How Do Parents Know Whats Going On?Parental Monitoring and Insights:One of the major advantages of using an AI tutor is the accessto incredibly detailed data on what your child knows and doesnt know,far surpassing traditionalschool metrics.Trusting teachers and schools to self-grade often leads to rampant grade inflation.In fact,90%of parents believe their child is at grade level,while standardized tests show that lessthan 50tually are.Parents are frequently shocked by the low PSAT/SAT scores of their Astudents and end up hiring tutors to compensate,often discovering these issues too late.Learning Plan:The learning plan available to each parent and student at Alpha is updated daily.Think of it as a CAT scan,providing a detailed view of what your child knows and where there aregaps.Fig.26:Learning Plan Screen Image 24 First up,the MAP results show the students percentile achievement measuring how much theyknow compared to their peers.They also show percentile growth,indicating how fast they arelearning.Times growth compares their learning speed to that of students in traditional schools,aiming for 2x faster learning.Next,we have standardized tests that demonstrate mastery of a grade level.These tests vary bylocationTexas uses the STAAR test,and Florida uses the FAST test.We are also adding nationaltests like the ISEE and SSAT for benchmarking.To finish a grade level,students must score 90%on these tests,a mastery standard far higher than state or standard school requirements.25 2.We track the number of minutes per day.This shows how many minutes a student spendson each subject daily and their%to targetwhether theyre spending more or less timethan required.Typically,this is 25 minutes per subject per day.1.Then,we move on to accuracy.This quality control check ensures effective learning.If astudent consistently scores above 95%,the material is too easy.If they score below 70%,itstoo hard,or theyre guessing.2.Lastly,we have the WASTE meterwhich tracks the percentage of time a student is wasting.Our AI tutor monitors whether the student is using the apps correctly.This includes beingpresent at the computer,entering meaningful answers,reading explanations,and avoidingrandom guessing.Proper app usage is essential to finishing academics in just 2 hours a day.Students spending more than 2 hours often have high WASTE scores above 50%.3.Metric-oriented parents value this screen as it provides unparalleled insight into what their childknows and doesnt know,a level of detail unavailable in traditional classroom settings.Comprehensive insight allows parents to understand their childs academic strengths and areasneeding improvement in real time,fostering a more proactive and involved approach to education.This transparency and data-driven methodology ensure that each student receives thepersonalized support they need to thrive.The final section focuses on learning efficiency,which is critical for teaching kids to learn in just 2hours a day.1.3.26Conclusion2 Hour Learning is not just about accelerated academics.Its about giving students the tools tobecome lifelong learners,critical thinkers,and capable individuals.By mastering their studies in just2 hours a day,students have more time to develop crucial life skills,pursue their passions,andenjoy their childhood.Choosing the right school for a child is a significant decision.Children have unlimited potential,and2 Hour Learning has the tools to unlock it.This model redefines whats possible in education,revolutionizing how students learn and grow.Thank you for considering 2 Hour Learning.We look forward to partnering with you in yourchilds journey and transforming the future of education.
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Powered byNovember 2024An Analysis of the 2025 Interdisciplinary Science RankingsCONTENTSGLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHExecutive Summary04061.Developing the Interdisciplinary Science Rankings09 Research,Feasibility Study and Early Recommendations12 Collecting the Data24Metric pillar-level analysis36Institutional Analysis15 2023:Testingthedataandpreliminaryfindings162024:Revised methodology and launching the ISR ranking183.Analysis of 2024 ISR results3738ConclusionsRecommendations20Participation and global trends142.2023 overview and methodology adjustments for 202402CONTENTSGLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHAuthorsAcknowledgementsDr Ishan CaderDirector,ConsultancyTimes Higher EducationEmily OwenHigher Education ConsultantTimes Higher EducationDuncan RossChiefDataOfficerTimes Higher EducationBilly WongPrincipal Data ScientistTimes Higher EducationDr.Megan KennaFounding Executive DirectorSchmidt Science Fellows03EXECUTIVE SUMMARYGLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHEXECUTIVE SUMMARYThe 2025 Interdisciplinary Science Rankings(ISR)release marks a new phase in assessing the quality and scope of university research.Created by Times Higher Education(THE)in partnership with Schmidt Science Fellows,ISR is the first global benchmark for the quality of interdisciplinary scientific research within higher education.By focusing on the key inputs,processes,and outcomes that foster collaboration acrossscientificdisciplines,theISRoffersvaluable insights into how institutions are cultivating environments that support and amplify interdisciplinary research.This data provides a foundation for universities to drive even more impactful collaborations across disciplines to address complex real-world problems.Megan Kenna,Founding Executive Director,Schmidt Science FellowsThe worlds challenges know no disciplinary boundaries,so we must find ways to encourage scientists to work collaboratively across disciplines to solve them.”04EXECUTIVE SUMMARYGLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHThisreportreflectsonajourneythatbeganin2022,leadinguptothelaunchofthefirsteditionoftheISRrankinginNovember2024.Thatjourneyincludedaconsultation phase with the global higher education sector,aPilotYearofdatacollectionandrefinementofmethodology and metrics in 2023,and then the ranking itself in 2024.These phases allowed THE to reach out to different geographical markets and ensure both long-term buy-infortheISRprojectandtheestablishmentofvalid,reliable,and robust measures.The report shows how three areas are key to understanding the progress being made by institutions on interdisciplinary research.Firstly,the inputs into interdisciplinarity,including dedicated funding and jobs.Secondly,theinternalprocessesandstructuresthat support and incentivise interdisciplinarity,including physical space,administrative support and rewards.Finally,the outputs of interdisciplinary research,as measured by a variety of bibliometrics and global reputation.The report also shows the scale of diversity in terms of the institutions participating,and the number of countries performing well across different metrics and pillars.With 749 ranked institutions,the ISR is the largest debut of any rankings produced by Times Higher Education in termsofnumberofuniversities.Bycomparison,thefirstedition of the Impact Rankings in 2019 had 581 institutions ranked,andthefirsteditionoftheWorldUniversityRankings(WUR)in2011had200institutionsincluded.Asaresearch-intensiveranking,thereareafinitenumberofinstitutions worldwide that could be eligible for ISR in the future;as a benchmark,there are around 3000 universities currentlyeligiblefortheWUR,whichalsohasentrycriteriabased on research intensity.The report shows that there remains room from improvement in terms of participation,but that the ranking offersdynamicwaystounderstandnotjusttheoutputand impact of interdisciplinary research,but also how that can lead to better outcomes for funding,partnerships,internationalisation and sustainability.Journey to the ISR LaunchResearch landscape analysis and early discussions on the need for interdisciplinary rankingsPre-2022Background ContextGlobal workshops or forums conducted.Stakeholder involvement(e.g.,universities,funding agencies,policymakers).2022Consultation PhaseMetrics tested:Bibliometrics,funding tracking,collaboration incentives.Geographic diversity of pilot participants.2023Pilot YearDevelopment of reports and benchmarks.Institutional readiness campaigns.2024LaunchFigure 105SECTION 1GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHSECTION 1DEVELOPING THE INTERDISCIPLINARY SCIENCE RANKINGS06SECTION 1GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHThe Koch Institute for Integrative Cancer Research brings together MITs strengths in engineering and the life sciences,entrepreneurship and industry engagement,and culture of collaboration with the goal of making strategic and transformative progress against cancer.The Koch Institute promotes the convergence of life sciences and engineering through:Bringing together more than 1,000 biologists,biological,chemical,mechanical,and materials science engineers,chemists,computer scientists,clinicians,and others.A building design and community programs that encourage cross-pollination among scientists and engineers in shared research and social spaces.Its central location,situated where MITs campus meets Cambridges biotechnology hub in Kendall Square,facilitating collaboration with academic,clinical,and industry partners.Robust research centers,training and funding programs,and cutting-edge shared support facilities designed to help researchers translate their ideas into discoveriesFaculty-founded startups and extensive collaboration with clinical and industry partners ensure that Koch Institute discoveries are translated as rapidly as possible into advances and technologies that impact patient survival and quality of life.Koch Institute researchers have created over 120 companies,almost half of which have advanced to clinical trials or commercialization.Koch Institute spinout Lumicell,Inc.was recently granted FDA approval for Lumisight and the Lumicell Direct Visualization System,a cost-effective,real-time technology designed to help surgeons eliminate even single cancer cells left behind after tumor removal,thus reducing the need for costly and invasive additional treatments and the risk of relapse and progression.The system was developed in collaboration between MIT alumnus W.David Lee,KochInstitutememberLindaGriffith,andMITchemistand Nobel Prize Laureate Moungi Bawendi and leverages their expertise in technology development,the cell biology of cancer,and nanotechnology and imaging.Lumisight received critical early-stage support from the Koch Institute,including seed funding from its Frontier Research Program.“Its hard to get funding for an idea thats a fundamental problem in engineering and biology,because you cant get funding without preliminary data,you cant get preliminary data until you have the hardware,and you cant build the hardware until you have the funding,”said Lee.“The Koch Institute broke that conundrum by creating the opportunity through the Frontier Research Program.”At MITs Koch Institute,scientists and engineers converge on cancers most difficult problemsCase study07The Koch Institute broke that conundrum by creating the opportunity through the Frontier Research Program.”SECTION 1GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCH08SECTION 1GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCH Research,Feasibility Study and Early RecommendationsBetween April and June 2022,THE undertook a consultation with the global higher education sector to assess the feasibility of ISR.Five roundtables were held with leading academics and senior university staff to gain their insight into what kind of measures and metrics could capture the progress made by universities in interdisciplinary science.Two roundtables included a mix of global leaders,and three weregeography-specific:Hosted At:THEs Innovation and Impact SummitIn:April 2022Global RoundtableHosted At:THEsEuropeanUniversitySummitIn:May 2022European RoundtableHeld In:parallel to an annual convening of Schmidt Science FellowsIn:June 2022North American Roundtable Hosted At:THEs Asia UniversitiesSummitIn:May 2022Asian RoundtableHosted By:THEIn:June 2022Virtual Global Roundtable09SECTION 1GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHA total of 34 university leaders and subjectmatterexpertsparticipatedintheroundtable discussions,supplemented with three one-to-one discussions.The outcomes of the roundtables and discussions can be summarised under the followingfiveareas.1.There was a positive sentiment towards creating the interdisciplinary science ranking,with the belief that rankings can be an effective driver of behaviour and attitude for academic institutions and other parties including policymakers.2.Definitions of interdisciplinary research were varied,but included where experts from distinct disciplines come together to research and solve a problem,and where single individuals work across different disciplines,developing new mindsets through constant multi-disciplinary engagement.3.Different incentives to producing more interdisciplinary science research included funding,creating interdisciplinary physical and virtual spaces,recruiting skilled staff,encouragingthediversificationofresearch and changes in the education system to reward interdisciplinarity.4.There are distinct challenges identified in gathering and measuring data on interdisciplinarity across universities and faculties.5.There was existing data on interdisciplinary research including the National Science Foundation(NSF)and Higher Education Research and Development(HERD)Rankings,which could be taken into account in terms of developing measurements for the ISR.The outputs of the roundtables and discussions resulted in the production of an internal feasibility study by THE,shared with Schmidt Science Fellows.The study recommended that an ISR was possible,and desirable,with some preliminary suggestions for the metrics.Parameters were also created to set what kind of metrics wouldbepractical,efficientandusefultocollect.Thisincluded:How metrics might encourage greater interdisciplinarity(positive behaviours and attitudes).Any potential unintended adverse consequences of the measurement.The potential to collect data effectively,including the capacity of universities to respond to data requests.All metrics need to be:Powerful they measure something with meaning.Sufficientlyaccuratetheyarecomplexenoughtomeasure within context.Understandableexplicabletoareasonablepersoninplain language.Universaltheyshouldbewidelyreportableandapplicable.10Basedonthefindingsoftheroundtables,andTHEsownhistoryandexperienceindevelopingrankings,itwasdetermined that to best capture and measure interdisciplinary research,a framework of measurement should include the following metric pillars;inputs,processes,and outputs.The following Figure 2 shows the 12 metrics that were initially selected for the ISR under each metric pillar:SECTION 1GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHMetrics selected for ISR under three metric pillarsFigure 2METRIC PILLARSPROCESSES Does your university have measures of interdisciplinary success?Does your university provide specificphysicalfacilitiesforinterdisciplinary teams?Does your university provide specificadministrativesupportfor interdisciplinary teams?Does your university have a tenure or promotion system in place that recognizes interdisciplinary research?INPUTS Proportion of research funding dedicated to ISR Amount of research funding from industry Recruitment of ISR researchersOUTPUTS Amount of ISR publications Proportion of ISR to overall outputs UtilityofISR-outofdisciplinecitation Quality of ISR-FWCI Reputation for interdisciplinarity11Collecting the dataThere are three 3 ways in which the data for the ISR is collected:1)The THE data collection portal(a system used in other THE rankings)2)Surveys of institutions3)Bibliometric dataTHE Data Collection PortalThe portal is a repository for institutions to submit both quantitative data and qualitative evidence for the purposes of being assessed for rankings.For the ISR,institutions are required to provide three quantitative inputs related to the research funding dedicated to ISR,research funding from industry sources,and recruitment of ISR researchers.Institutions also use the portal to supply evidence for the four qualitative processes.This includes evidence regarding measures of success for ISR,facilities for ISR teams,dedicated administrative support for ISR and tenure/promotionspecificallyforISR.SurveyThe survey use for ISR was the general THE Academic Survey of global university academics that is also used fortheTHEWorldUniversityRankingswhichgaugesuniversity reputation.For ISR,there were additional questions regarding how academics were encouraged,enabled and rewarded for ISR,to ensure that the output reputationmetricwasspecifictoISR.Bibliometric DataUsingOpenAlex,bibliometricdatawassourcedforthefour other output metrics,regarding the volume of ISR publications,the overall proportion of ISR publications,theout-of-fieldFWCIofISRpublications,andqualityofISRpublications.Thisdrewfromafieldof47millionpublications between 2018 and 2022,including 32.2 millionjournalarticles,and142millioncitations.SECTION 1GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCH12Data collection processesFigure 3DATA COLLECTION PORTALSURVEYBIBLOMETRIC DATAQuantitativeQualitative Research Funding Industry Funding Recruitment Measure of Success Facilities Admin Support Promotion ISR Publications Proporation of ISR Outoffieldcitations Quality of ISR3DATA COLLECTION PROCESSES12Institution Specific Encouragement Enablement Reward TenureGeneral ReputationSECTION 1GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCH13SECTION 2GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHSECTION 22023 OVERVIEW AND METHODOLOGY ADJUSTMENTS FOR 202414SECTION 2GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCH 2023:Testing the data and preliminary findingsIn 2023,institutions were encouraged to submit data withouttheproductionofafinalranking.Thepurposeofthiswasthreefold;firstly,tofamiliariseuniversitieswiththe concept of ISR and the metrics;secondly,to test the viability and ease of collecting the data,including the surveyinstruments;andfinally,totesttheveracityofthesubmitteddataitself,includingpotentialadjustmentstometrics,weighting and normalisation processes that would underpin the eventual ranking.The outputs of the 2023 process were summarised this Product Development Report,providing a preliminary analysis of the data from universities.It was based on submissions from 1169 universities.The report showed that university leaders and leading scholars world-wide believe that interdisciplinary research has an important role to play in solving global problems.Furthermore,they agreed that a ranking of institutions for interdisciplinary research could provide performance indicators and incentives to further strive for greater collaboration between academic disciplines.The results of 2023 showed that participation was driven by institutions from countries in the Global South,with India having the most participating institutions with valid submissions.For the input pillar,universities from Asian countries performed the strongest,with Russia and Romania performing strongest out of the European nations.For the process metric pillar,it was found that there was room for improving the quality of data submissions that provide evidence of the processes that support ISR.Fortheoutputmetricpillar,TheUSand China,both conspicuously absent in the input and processes metrics,demonstrated relatively high quality ISR output.Institutional level data analysis showed that universities in the Global North tended to perform better in output metrics than inputs or process metrics.In the Global South,the converse was true;there was real dedication as evidenced in the inputs and processes,but room for developing global standard research outputs and enhanced reputation.The three key recommendations for the sector were provided based on the findingsinthereport:More dedicated policy processes to enhance ISR,including physical facilities,administrative support,and staff incentives such as promotion.More funding for ISR as a percentage of overall research funding.Greater visibility for ISR outputs from the Global South,potentially through further collaboration with the Global North,to raise impact and reputation.In 2023,1169 universities participated in the ISR data submission process,with India leading in valid submissions and strong engagement from the Global South.15SECTION 2GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCH162024:Revised methodology and launching the ISR ranking.The results of the preliminary report suggested the ranking was viable at a global scale,and also revealed some potential limitations.In early 2024,THEs data team worked closely with senior representatives from the Schmidt Science Foundation to iron out complexities andinefficiencieswiththedata.Furtherconsultation was held with universities to understand their perspectives on the data collection process and ranking methodology.These analyses and discussions,led to a decision,to reduce thenumberofmetricsfrom12to11,todeterminethefinaleligibilitycriteria,andtorefinetheweightingofthemetricsforthefinalversionoftheranking.Figure 4 shows that the input metric pillar(i1 and i2)is worth 19%of the ISR,the process pillar(p1,p2,p3 and p4)are worth 16%of the ISR,and the output pillar(o1,o2,o3,o4,and o5)are worth a total of 65%of the ISR.The biggest single weighting is for the reputation metric in the output pillar,whilst the quality of ISR as measured byFWCIisworth20%.Thisreflectsthedecisiontoemphasize on research quality and reputation.16SECTION 2GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHMetricNameWeighti1Proportion of research funding dedicated to ISR8%i2Amount of research funding from industry11%p1Does your university have measures of interdisciplinary success?4%p2Doesyouruniversityprovidespecificphysicalfacilitiesforinterdisciplinaryteams?4%p3Doesyouruniversityprovidespecificadministrativesupportforinterdisciplinaryteams?4%p4Does you have a tenure a promotion system in place that recognizes interdisciplinary research?4%o1Amount of ISR publications10%o2Proportion of ISR5%o3UtilityofISR-outofdisciplinecitation5%o4Quality of ISR-FWCI20%o5Reputation of support for interdisciplinary teams25ta Collection ProcessesFigure 417SECTION 3SECTION 3ANALYSIS OF 2024 ISR RESULTSGLOBAL TRENDS IN INTERDISCIPLINARY RESEARCH1818The Institutes interdisciplinary focus has pioneered fields like earthquake engineering,neural networks,bioinspired engineering,and quantum information.The work of Caltechs 300 faculty is deepened and accelerated by the Institutes intentionally small,close-knit community of concentrated excellence.At Caltech,which has avoided conventional academic departments and is organizedintojustsixmultidisciplinarydivisions,facultyand students meet at the intersections of disciplines and are provided with the resources and freedom to follow their imaginations.Caltechscholarscollaborateacrossfieldsto foster understanding of the fundamental principles of nature,engineer innovative technologies,and apply these insights to address the most complex challenges of our time.Caltech faculty extend across traditional boundaries tolaunchnewfieldsofstudyinscienceandindustry.Earthquake engineering,behavioral genetics,neural networks,bioinspired engineering,geochemistry,optoelectronics,quantum information and matter,nanoscience,string theory,femtochemistry,aerospace,and neuroeconomics can all trace their origins to Caltech.Caltechs undergraduate students are prepared for the interdisciplinary nature of science and engineering through an academic program that exposes every student to a breadth of areas of study in the basic sciences as well as mathematics,the humanities,and the social sciences.In working across disciplines,Caltech faculty have created methodologies that allow for large-scale integrated-circuit design,at the base of todays consumer electronics industry;determined Earths age;explained the structure of the solar system;linked smog to automobile exhaust;demonstrated how environmental lead accumulates and causes harm to the human body;developed the tools to measure the magnitude of earthquakes;invented automated gene sequencing;and discovered one of the smallest building blocks of matterthe quark.Caltech has more than 2,000 active patents and has launched as many as 12 startups per year(as averaged overthelastfiveyears).Caltechs rate of invention disclosures per faculty is twice that of any peer in the nation.Caltech has created more than four dozen cross-disciplinary research centers,institutes,and facilities,which serve as hubs for collaboration and discovery on campus,drawing upon the integrated expertise of the Institutes 300 faculty.Caltechs Hurt Scholars Program,brings early career faculty from across the Institute together in cohorts focused on collaboration,building connections across disciplines,and engaging in research and teaching that hasthepotentialtodefinenewfieldsofstudy,developtechnologies,and advance innovative new solutions.Exploration,Discovery,and InnovationWithout BoundariesCase studyGLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHSECTION 319SECTION 2GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHParticipation and global trendsFor the 2025 ISR,749 institutions from around the world have been ranked,from a total of 1245 institutional submissions-a very strong participation for a new ranking.1022 institutions provided meaningful answers-that is,responses that could meaningfully be used as data points.However,duetoexclusionandvalidationcriteria,thisfinallist was reduced to 749 ranked institutions.The exclusion and validation criteria ensure stronger and more reliable data,which can be compared effectively over time.These criteria included a publications threshold and restrictions where universities only produce interdisciplinary research innon-sciencesubjects.The box and whiskers plot in Figure 5 shows the overall global distribution of scores in ISR,with a global median of 35.6,and a 75th percentile of 46.3.The upper 25%of institutions have a long whisker of scores,indicating significantvariationgloballyintheinputs,processesand outputs of ISR,with a few outlier institutions showing genuine global excellence.These outlier beacon institutionsaremainlyfromtheUnitedStates,withtwo universities in Singapore and one each from the Netherlands,Germany,Switzerland,Hong Kong,China,Taiwan and Saudi Arabia.The Global Distribution of Overall Scores in The ISRFigure 50102030405046.335.627.260708090100SECTION 3GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCH20Figure 6 shows that India has the highest number of institutions ranked in the ISR,followed by Turkey,Russia andtheUnitedStates.With65institutions,Indiaprovidesnearly 9%of all the ISR ranked universities.Amongst the 25 countries that provided at least ten institutions for ISR,there is genuine geographic diversity,with 12 countries from Asia,seven from Europe,four from the Americas,andtwofromAfrica.Furthermore,thereissignificantdevelopmental diversity amongst the highest-submitting countriesforISR;amongstthetop10showninfigure5,threecountriesareclassifiedaslower-middleincomebythe World Bank,four as upper-middle income and three as high income.This could indicate that no matter what the region or income group,universities can be encouraged to forge interdisciplinarity as a means of addressing the social,economicandscientificchallengesspecifictoeachcountry and region.The Top 10 Countries With The Highest Number of Institutions Ranked in ISRFigure 6Number of Institutions70654538383330272624246050403020100IndiaTurkeyRussiaUSAJapanPakistanEgyptIndonesiaBrazilIranGLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHSECTION 321Figure 7 shows that Hong Kong has the highest average scoreinISR(72.2),forcountriesthathaveatleastfivesubmissions in the ISR.Singapore,which provided only two universities for ISR,has the overall highest average,with a score of 86.6.Figure6againreflectsthegeographicaldiversityofISR,with ten countries from Asia,six from Europe,two from Africa,and one each from the Americas and Oceania.All with average countries scores above 50 are from higher incomecountries,mostlikelyreflectinghigherlevelsofinvestment in interdisciplinarity and a more substantially global impact in interdisciplinary science research.However,it can also be seen that lower-middle income countries can be as impactful,with Egypt less than one point behind France,and India marginally ahead of Portugal.It should also be noted that Hong Kong,Australia,GermanyandtheUKallhadonlyfiveuniversitiesrankedinISR,andthereforeonlyjustmakethethresholdinfigure4.With38submissions,theUSAcanberegardedasthe best performing large country markets in terms of numberofuniversitiesranked.Thetop10USinstitutionsaverage 85.5 in ISR.72.2Apart from Singapore,other countries with ISR average scoresabove50thatdidnotmakethethresholdforfigure5 include the Netherlands,Switzerland,Denmark,Finland,Norway and Vietnam.This shows that participation in ISR needs to increase in order to better capture data on interdisciplinarity,demonstrating best institutional practices as well as indicators about what environments are created for interdisciplinary science at a macro-level.SECTION 3GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHGLOBAL TRENDS IN INTERDISCIPLINARY RESEARCH22The top 20 countries by average overall score in ISR(minimum 5 institutions ranked per country)Figure 77080605040302010072.26456.54942.855.845.942.751.64542.537.150.843.440.236.450.443.338.735.9Hong KongSpainAustraliaFranceGermanyThailandUSAMalaysiaChinaEgyptItalyPakistanUKMorocoSaudi ArabiaIndiaSouth KoreaPortugalTaiwanIranGLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHSECTION 323Metric pillar-level analysisThe 11 metrics underpinning the ISR are divided into three metric pillars:inputs,processes,and outputs.Across all of these pillars,Hong Kong and Australia are top two performing countries in terms of the average score,amongstthosewithatleastfiverankedinstitutionsinISR.Input pillar analysisThe box and whiskers plot in Figure 8 shows that the global median score for the input pillar is 35.1,with a 75th percentile of 55.25.The universities above the 75th percentile were drawn from a highly diverse group of countries,demonstrating a worldwide dedication to supporting more productive environments for interdisciplinary research.SECTION 3GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHGLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHThe global distribution of overall scores for the Input Pillar in ISRFigure 80102030405055.235.119.56070809010024Input pillar metrics account for 19%of the overall rankings.Figure 9 shows the top 10 country average scores for the input pillar metrics.Overall,the input pillar metrics account for 19%of the overall ranking.There are two metrics in this pillar:i)measuring the proportion of research funding dedicated to ISR,and ii)measuring the amount of research from industry.These metrics provide an indicative sense of the environment that can encourage interdisciplinary research across the sciences,with dedicated funding streams as well as industry-led funding to provide research and solutions to real life problems.Figure 8 shows a limited geographical diversity,with strong representation from East Asia and more limited representation from Europe.Russia is the best represented country in the top 10 for the input pillar,with 38 institutions.Some countries with average input pillar scores above 60 but had less than 5 institutions ranked in the overall ISR include Cuba,Singapore,Ghana,Latvia,North Macedonia,Ireland and Brunei.This increased diversity can be encouraged through further participation in the data collection processes.70809079.268.663.160.756.555.853.250.650.448.06050403020100Hong KongAustraliaTaiwanChinaItalySouth KoreaGermanyThailandMalaysiaRussiaGLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHSECTION 3The top 10 countries by average Input Pillar scores in ISR(Minimum 5 institutions ranked per country)Figure 925Dr.Pinals is currently a Burroughs Wellcome Fund CASI Fellow at the MIT Picower Institute.She is an incoming Assistant Professor of the Department of Chemical Engineering at Stanford University,a Sarafan ChEM-H Institute Scholar,a Knight Initiative Faculty Fellow,and a MAC Impact Philanthropies Faculty Fellow,beginning fall 2025.Can you describe your journey as an early career interdisciplinary scientist?I spent my pre-Ph.D.career exploring different avenues of research,everything from heterogeneous catalysis for biofuel production,to characterization of deep subsurface sediment,to pharmaceutical dissolution kinetics.However,it was in the summer of that I discovered my love ofnanoparticlesaspartofanNSFREUprogramworking with Prof.Alan Sellinger at the Colorado SchoolofMines.Myfascinationwiththesubjecthaskept me here at the nanoscale in various forms over the past decade.I completed my Ph.D.research with Prof.Markita LandryinUCBerkeleysChemicalandBiomolecularEngineering Department.Here,I worked to develop a fundamental understanding of how nanoparticles interact with biomolecules,and subsequently how to apply this insight toward rational nanosensor design.Iadoptedajointexperimentalandtheoreticalapproach to study the complex phenomenon of protein corona formation,resulting in a body of work that quantitatively described the composition,morphology,kinetics,and driving forces of such nano-bio interactions.These insights enabled me to design and create improved nanosensor constructs for targets including the SARS-CoV-spike protein.For my postdoctoral work,I was inspired to pivot into neuroscience research for a few reasons,with a particular focus on Alzheimers disease.I reached out to Professor Li-Huei Tsai,who is the head of the Picower Institute for Learning and Memory at MIT,and she welcomed me into her laboratory.Shortly thereafter,I was thrilled to receive the support of the Schmidt Science Postdoctoral Fellowship to pursue this research pivot.This timeline is important to me in underscoring the fact that Li-Huei,as well as Markita and my other mentors,have all intrinsically valued interdisciplinarity and have supported me even when I came in with a lot to learn.1Interview with Schmidt Science Fellow Dr.Rebecca PinalsSECTION 3GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHGLOBAL TRENDS IN INTERDISCIPLINARY RESEARCH26SECTION 3GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHAs a Schmidt Fellow at MIT,my research focuses on building tools and models to discover the mechanistic underpinnings of Alzheimers disease.I take an interdisciplinary approach,drawing upon my formal training in chemical engineering to solve problems in neuroscience.I am building human induced pluripotent stem cell(iPSC)-derived brain models that recapitulate key biological structures and functions,including an integrated blood-brain barrier with neuronal components.Such D brain models are critical to represent the human brain more holistically under both healthy and diseased states,providing a better depiction of neurodegenerative disease during the early stages of onset and subsequent progression.Further,I am mapping biomolecular signatures associated with neurodegenerative disease and investigating how certain Alzheimers disease risk genes impact cerebrovascular function.Throughout my career,I have been extremely grateful to learn from,collaborate with,and mentor scientists across a broad range of disciplines.During my time as a postdoctoral researcher,Iwashonoredtoreceiveanotherawardthatexemplifiesinterdisciplinarity:the Burroughs Wellcome Fund Career AwardattheScientificInterface(CASI).The Schmidt Science Fellows program has been instrumentalinempoweringmetoswitchfieldsandproviding the freedom to apply my engineering and nanoscience training to neuroscience research challenges.Moreover,I have found some of my closest friends as part of the Schmidt program;the community is incredible.As a next step in my career,I am ecstatic to be startingmyownlaboratoryatStanfordUniversity,aspartof the Chemical Engineering Department and the Sarafan ChEM-H Institute.The ChEM-H Institute embodies these ideals of interdisciplinarity,and I cannot wait to be a part ofthisvibrantscientificecosystemwithanemphasisontransformative research for human health and training the next generation of STEM leaders.In my lab,we will leverage chemical engineering principles to explore the nano-neuro interface.We will build cellular neuro-models of the human brain and rationally designed nano-tools to tackle problems and answer questions in neuroscience and neurodegenerative disease.Throughout my career,I have been extremely grateful to learn from,collaborate with,and mentor scientists across a broad range of disciplines.Interdisciplinarity has empowered me to switch fields and apply my engineering and nanoscience training to tackle challenges in neuroscience.”27GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHWhat key challenges have you encountered while working on interdisciplinary research projects,and how have you and your team addressed them?Working on interdisciplinary researchprojectsduringmytimeas a postdoctoral fellow has often felt like studying abroad in a new intellectual landscape.Entering adifferentfield,Ifoundmyselfnavigating a“language barrier”to make sense of the new terminology andjargon.Beyondthelanguageitself,the questions of interest were fundamentally distinct.What sparks curiosity for me as an engineer might not hold the same interest for a biologist or neuroscientist.However,I found that our commonalities outweighed our differences,and our shared passion for discovery transcended these divides.We all loved a well-designed experiment,the elegance of robust controls,and those elusive“aha”moments when new insights emerge in the lab.I am grateful to be a part of an environment that embraces these differences.My mentors and colleagues in the lab are open and engaging,and as I reached out for help in unfamiliar areas,they responded with patience and understanding.Merging different 2Working on interdisciplinary projects often felt like navigating a language barrier,but shared curiosity and collaboration transcended these divides,driving research in unexpected and exciting directions.”ways of thinking is undoubtedly challenging,but its this blend of perspectives that drives research in unexpected and exciting directions.I brought my molecular lens to the table,and through collaboration,learned to think on a larger scale:How do these molecular changes propagate to impact the cellular,tissue,and organismal levels?These challenges of interdisciplinary science drive us to be better scientists and engineers.SECTION 328SECTION 3GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHLooking to the future,where do you see opportunities for further improvement in the practice of interdisciplinary science?During the Schmidt Fellowship,a speaker shared an analogy that resonated with me:interdisciplinary scientists should aim to be“pi-shaped”havingdepthintwofields(thetwoverticalbarsrepresenting our PhD and postdoctoral work)and connectingthesefieldsthroughanew,unifiedperspective(the horizontal bar representing our future endeavors).I love this analogy,and I also recognizetheimportanceoffirstdevelopingdeepexpertise before broadening into new areas.For me,a strong foundation in chemical engineering provided powerful tools to approach global challenges that I then applied to new research domains.I believe interdisciplinary science could be enhanced by encouraging collaboration and exploration early in ones career,while reserving majorfieldtransitionsforamoreindependentstage,when the depth of knowledge can fully support new applications.Building a strong sense of community is also vital,so that researchers do not feel like lone explorers venturing into unfamiliar territory.3How would you sum up your experience with interdisciplinarity,its value,impact,and future potential?Myscientificpursuitsaregroundedinasenseof epistemological modestya recognition that,while we seek truth,we cannot fully grasp all aspects of complex systems,and so our conclusions must remain open to revision.By embracing interdisciplinarity,we broaden our framework for understanding these complex systems;pushing the boundaries of how we think about the science,validate those ideas,and uncover what we have yet to learn.Very few ideas are truly novel.Rather,it is by applying ideas across disciplines that we are able to achieve innovation,to tackle the big problems,to make an impact.To me,innovation is less about isolated creativity and more about the connection of knowledge across disciplinary boundaries to address real-world challenges.429Process pillar analysisThe box and whiskers plot in Figure 10 shows that the global median score for the process pillar is 33.3,with a 75th percentile of 45.8.There is a relatively long whisker for the upper 25%of universities in the process pillar,including several outliers.The upper tier of the processpillarhasasignificantnumberofuniversitiesfromtheUS,butalsohasalotofgeographicaldiversity,with universities from countries and territories including NorthernCyprus,Egypt,Azerbaijan,Algeria,NigeriaandPalestinejoiningmoreestablisheduniversitiesfromHongKong,Singapore and Germany.GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHSECTION 3The global distribution of overall scores for the Process Pillar in ISRFigure 10300102030405045.833.325.060708090100The upper tier of the process pillar has a significant number of universities from the USSECTION 3GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHFigure 11 shows the top 10 country average scores for the process pillar metrics.Overall,the process pillar metrics account for 16%of the ISR.There are four metrics in this pillar weighted at 4ch,relating to questions about success measures,dedicated physical facilities,specificadministrativesupportandpromotionsystemallrelated to interdisciplinarity.These metrics are also related to the environment for collaboration between sciences,focused on how universities can enable and reward further interdisciplinarity at an institutional and individual level.The process pillar averages for the top 10 countries show some geographical diversity,with representation from the Latin American region,the Middle East,South Asia,East Asia,Oceania as well as European and North America.However,the average scores and the global median for this pillar are the lower across the three pillars,indicating global potential for improving the measures that support interdisciplinarity.Strategic recommendations may include developing institutional key performance indicators to monitor the processes and impact of interdisciplinary research,developingspecificcollaborativeresearchspaces,creating new independently administered interdisciplinary research centres,and creating a transparent system of reward and incentivisation for academicsworkingacrossscientificandnon-scientificfields.Anumberofcountrieswithlessthanfiveuniversitiesranked in ISR scored above 60 in the process pillar metric,including North Cyprus,Palestine,Singapore,Denmark and Ireland.The top 10 countries by average Process Pillar scores in ISR(Minimum 5 institutions ranked per country)Figure 113170809077.559.257.551.949.243.642.241.941.339.56050403020100Hong KongAustraliaUSAGreat BritainFranceSaudi ArabiaMexicoTaiwanIndiaGermanyOutput pillar analysisThe box and whiskers plot in Figure 12 shows that the global median score for the output pillar is 37.1,with a 75th percentile of 48.55.Worth 65%of the overall ISR,the output pillar has the greatest impact on a universitysfinalranking,andreflectsboththequalityofitsinterdisciplinary science research,as well as its reputation for interdisciplinarity approaches more broadly.Theoutputpillarupper25%tierisdominatedbyUSinstitutions,with beacon outliers also from the Netherlands,Singapore,Germany,Switzerland,China,Spain and Malaysia.GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHSECTION 3The global distribution of overall scores for the Process Pillar in ISRFigure 12320102030405048.537.126.560708090100Though global research is generally dominated by the Anglosphere,interdisciplinary research showcases greater diversitySECTION 3GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHFigure 13 shows the top 10 country average scores for the output pillar metrics.Overall,the output pillar metrics account for 65%of the ISR,and therefore the most important contributor to a universitys overall rank in the ISR.As a research-intensive ranking,the outputs and impact of research are the core focus of ISR,giving the outputpillarahigherweighting.Therearefivemetricsin this pillar,four related to research that are captured through bibliometric data,and one related to a universitys global reputation for supporting interdisciplinarity.The reputation metric by itself is worth 25%of the overall ranking.There is a diversity of countries represented in the top 10 for the output pillar in terms of geography,including two lower-middle income countries in Egypt and Pakistan.This suggests that even though global research is generally still dominated by the Anglosphere,interdisciplinary research showcases greater diversity,with some strong performances from outside of the traditional research powerhouses.This may indicate growth opportunities to develop greater interdisciplinary and transnational research,with greater collaboration between universities of the Global North and Global South.Other countries with a score of over 60 in this pillar,but hadlessthanfiveuniversitiesrankedinISR,includeSingapore,Netherlands,Switzerland,Estonia,Finland and Vietnam.33708068.763.959.357.353.853.253.152.449.146.96050403020100Hong KongAustraliaUSAGreat BritainSaudi ArabiaEgyptPakistanGermanyItalyChinaThe volume of ISR versus the quality of ISRFigure 13Figure 14 shows one of the key output metrics-the quality of interdisciplinary science research as measured by FWCI at the 75th percentile(known as Research Quality),against the volume of ISR publications,showing only countries with at least 50,000 overall science publications in the last four years.For all the countries displayed,23%and 28%of their overall sciencepublicationareISR.TheUSandChina lead in terms of volume of ISR publications,both scoring above the global median of 1.4 for Research Quality.UniversitiesfromIndiaalsoscoreabovethe global median.At the lower end of FWCI 75 scale,Brazil,JapanandRussiaarethreesignificantmarkets for ISR(all above 25,000 ISR publication)that are currently below the global median for Research Quality.All three of these countries had over 20 universities ranked in ISR,providing a good snapshot of the overall quality for ISR in those countries.The upper end of the Research Quality scaleissignificantasitdemonstratesthequality of ISR in countries that could be deemed to be a part of the Global South-that is,a group of countries that have traditionally been outside of the spheres of majorglobalinfluenceintermsofshapingsociety,industry and economy,and may havebeensubjectedtounequalcolonialGLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHSECTION 3relations during the 19th and 20th centuries.Nevertheless there is a great deal of income diversity in the Global South(e.g.,thesignificantGDPpercapitadifferencebetweenSaudi Arabia and Pakistan),leading to differential rates of investment in higher education systems and research.AllfivecountriesinFigure13withaResearchQualitymedian score of over 2 are from the Global South,representing different parts of Asia and Africa.Though HongKongandSingaporeprovideonlyfiveandtwouniversities respectively for the ISR,the sheer volume of their ISR output coupled with high quality(Research Quality median scores of 2.35 and 2.33 respectively)makesthemsignificantcontributorstoglobalISR,withthe highest FWCI ratings.However,Saudi Arabia,with over 37,700 ISR publications and a Research Quality median score of 2.32 is also an emerging global force for interdisciplinaryscience.PakistanandEgyptarethefinaltwo countries with Research Quality median scores of over 2,and both topped over 20,000 ISR publications.The achievements of universities in Pakistan and Egypt in ISR can be particularly lauded given that they are in the lower middle-income group.34The US and China lead in ISR publication volume,both exceeding the global median of 1.4 for Research Quality.SECTION 3GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHThe volume of ISR versus the quality of ISRFigure 14352.50.511.520020,00040,00060,00080,000100,000120,000ChinaIndiaJapanBrazilFranceItalyIranTurkeyTaiwanPolandIndonesiaMexicoRussiaMalaysiaSaudi ArabiaEqyptPakistanGermanySpainThailandSingaporeHong KongUSInstitutional AnalysisThe ISR country-level analysis has demonstrated a strong participation from countries in the Global South,and highlighted relatively low participation fromcountriessuchastheUK,Australia,Germany and the Netherlands.However,at an institutional level,there is still good representation from the Global North in the upper tiers of the ISR.For example,the USprovides21outoftheglobaltop200,and 16 out of the global top 100.Despite Australiaonlyhavingfiveuniversitiesoverall in ISR,three of those are in the global top 30.There are also 21 universities from Europe in the global top 100.Seven institutions in the global top 10 of ISRarefromtheUS,withMassachusetts Institute of Technology the highest ranked university in the world for ISR.Stanford University is the highest ranked university in the output pillar,andisjointfirstwithCalifornia Institute of Technology and the University of Michigan for the process pillar.Duke University is the second highest ranked university for the input pillar.Hong Kong and Singapore provide a total of six of the global top 30,with both the National University of Singapore and Nanyang Technological University from Singapore in the global top 10.Institutional performances at pillar-level demonstrates how diverse the ISR is.For the input pillar,which focuses on the environment created for interdisciplinary research,Prince Mohammad Bin Fahd University in Saudi Arabia is the highest GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHSECTION 3ranked university.Overall,13 countries are represented in the top 20 for the input pillar,though only one of those-the DukeUniversity-arealsointhetop20fortheoutputpillar.Whilst there is demonstrable geographical diversity in the upper tier for the input pillar,only one university,Kalinga Institute of Industrial Technology in India,is from a lower-middle income country.Overall,there is less geographical diversity in the upper tier of the process pillar,with 12 of the top 25 being fromeithertheUSandFrance.TherearefourFrenchuniversities in the top 15 for the process pillar,led by Aix-Marseille University,though none of them are in the overall global top 50 for the overall global ISR ranking.Finally,for the output pillar-which accounts for 65%of the overall ISR ranking-11 of the global top 20 universities fromtheUS.Wageningen University is the 2nd highest ranked institution for the output pillar,and the highest from Europe,which is also represented from Technical University of Munich in Germany in the top 15.Outside of Singapore there is less representation from the Global South in the global top 20 for the output pillar,with Fudan University in China,Universiti Teknologi Malaysia and Cairo University in Egypt all in the top 20 of the output pillar,and who are all also in the global top 40 for the overall global ISR ranking.Seven of the global top 10 institutions in ISR are from the US,with MIT ranked as the highest in the world for interdisciplinary research.36CONCLUSIONSGLOBAL TRENDS IN INTERDISCIPLINARY RESEARCH37CONCLUSIONSThefirsteditionoftheISRshowcasethelargest number of universities to debut in a THE global ranking.Developed over a two and half year period,the ISR is the result of wide ranging sector consultation,preliminary data collection andanalysis,andongoingrefinementtometrics and methodology to bring about an approximation of the worlds leading institutions in interdisciplinary science.The highest ranked universities in ISR-which can be said to be those with the highest quality research in ISRandthemostsignificantimpact-aredominatedbytheUS,whichprovides12universitiesoutoftheglobal top 20.Singapore is the only other country with more than one university in the top 20.Yet beyond the top 20,there is a genuine diversity of countries represented in the ISR rankings,with 21 countries represented in the global top 50.This includes universities from lower-middle income countries,as well as upper-middle and high income countriesThere is relatively strong participation from universities in the Global South,which may evidence a greater emphasis on interdisciplinary solutions to the direct challenges faced in those societies.Intermsofvolumeandquality,theUnitedStatescan be said to be the global leader in ISR,though China and India are also other large higher education sectors demonstrating dedication and quality to ISR.The city-states of Hong Kong and Singapore have an outsized impact on global ISR in terms of both volume and quality.Countries that sometimes are outside of the radar of discussions of global university rankings,such as Saudi Arabia,Pakistan and Egypt,all evidence good quality of ISR,particularly using FWCI indicators.This shows that the loci of excellence in ISR may be more distributed to include the Global South.TheoutputpillarisdominatedbytheUnitedStates,but the input and process pillars show geographic and income-level diversity,indicating the dedication to enabling a good environment for interdisciplinarity,is widespread.Funding levels are understandably variable across different countries and territories,but the percentage of ISR publications to overall science publications are relatively consistent globally.1234567There are six key recommendations from this report,relating to participation,funding,partnerships,internationalisation and sustainability.The ISR ranking provides metrics that can allow universities to track how changes to inputs(such as funding)and processes(such as administrative support for ISR)can lead to impacts on outputs including research quality and reputation.Participation in ISR can give universities the tools to monitor and evaluate more effective ISR and more impactful discoveries as a result.Relatedly,there is clear evidence of excellence in many universities of the Global South,and the ISR ranking should act as a stimulant to accelerating greater co-operation between institutions and governments between the Global North and South to solve genuine global challenges.The ranking allows a better understanding of the relative proportions of income for ISR;this can be leveraged by universities and policymakers to lobby for better allocations of public funding for ISR,and to understand how shortfalls in funding can be addressed through partnership with industry and commerce.InterdisciplinaryisalsoatthecoreoftheUnitedNations Sustainable Development Goals(SDGs).There is opportunity for universities and policymakers to use data from the ISR and THE Impact Rankings to formulate targeted,data-driven research strategy to meet the UN SDG targets.Whilst interdisciplinarity is to be encouraged within universities,the ISR ranking can also provide transparent information about the kind of institutions a university may have research synergies with,including data on their quality and research environment.The ranking can act as an enabler for better partnerships.Despite record participation in terms of a debut ranking,there are a number of countries,mainly from the Global North,that have far less universities participating in the ISR,which leaves a gap in the data analysis in terms of the true global picture for ISR.Efforts must be made to ensurethebenefitsofparticipationareclear.RECOMMENDATIONSGLOBAL TRENDS IN INTERDISCIPLINARY RESEARCH38GLOBAL TRENDS IN INTERDISCIPLINARY RESEARCHRECOMMENDATIONS39SOURCES:All images featured in this document are sourced from Pexels,with contributions from the following individuals.gstudioUlisesLeon Mikhail Nilov Pavel Danilyuk Ron Lach James Lee Shvetsa Pavel Danilyuk
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Institute of Scientiic and Technical Information of ChinaElsevier|Springer Nature|WileyTaylor&Francis|Wolters Kluwer|Cambridge University PressGuideline on the Boundaries ofUsage in Academic Publishing 2.0Institute of Scientiic and Technical Information of China(ISTIC)Scientometrics and S&T Evaluation CenterFuxing Road 15,Beijing,China,100038 Contact:Dr.Wenwen ZhengTel: 86 10-58882604Email:Charting and Image Generation:Based on the character-istics of the data and the intended purpose,AIGC can recommend the most suitable type of statistical graph for the application scenario.This helps present statisti-cal results in a clear and effective manner,allowing researchers to convey their indings more eficiently.As a result,AIGC saves time in graph creation and enhances overall writing productivity.However,images generated from experiments such as Western blot,cell technology analysis,tissue cell staining,etc.,must be obtained through authentic experimental research and must not be directly generated by AIGC.The use of generative AI or AI-assisted tools in the production of artwork such as for graphical abstracts is also not permitted.The use of generative AI in the production of cover art may in some cases be allowed,if the author obtains prior permission from the journal editor and publisher,can demonstrate that all necessary rights have been cleared for the use of the relevant material,and ensures that there is correct content attribution.Statistical chart and diagram format processing and optimization:When processing and optimizing statisti-cal charts,researchers can use AIGC tools to help adjust chart styles according to the amount of data and speciic needs.These adjustments include,but are not limited to,adjusting font sizes,adding or modifying data annota-tions,adding legends,changing colors,etc.These optimi-zations are designed to make the charts clearer,more beautiful,and more readable and easy to understand.At the same time,researchers should ensure that when using the AIGC tool to adjust the chart,they follow the standard operation to ensure the authenticity and accuracy of the data.Image format processing and optimization:This entry covers types of images including video and animation(such as video stills),photography,scientiic diagrams,photo illustrations and other collages,as well as editorial illustrations such as drawings,cartoons,or other 2D or 3D visual representations.It is not acceptable to enhance,obscure,move,remove,or introduce a speciic feature within an image.Adjustments of brightness,contrast,or color balance are acceptable if and as long as they do not obscure or eliminate any information present in the original.Similarly,amendments such as adding legends and image annotations are also accept-able.When researchers create or change image content using AIGC tools,they are required to provide a clear description of the content that was created or altered,an explanation of how the AI or AI-assisted tools were used in the creation or alteration process,and the name of the model or tool,version and extension numbers,and manufacturer.Case Demonstration:Application of AIGC in Chart CreationExample 1:Trend Analysis Scenario:Need to show the development trend of a technology over the past decade.AIGC Application:AIGC tools can generate a line chart based on the provided data,automatically adjusting the charts axes,labels,and legends to clearly display the trend.Example 2:Categorical Data Analysis Scenario:Need to compare the market shares of different products.AIGC Application:AIGC tools can generate bar charts or pie charts based on categorical data,recommending the most suitable format for data presentation,and automatically setting chart colors and labels for easier interpretation.Example 3:Enhancing Charts in Academic Reports Scenario:Need to present research indings in an academic report,but the chart styles are not visually appealing.AIGC Application:AIGC tools can adjust the charts font size,colors,data labels,and legend positions,making the charts more attractive and easier to under-stand.Example 4:Brightness and Contrast Adjustment Scenario:Need to display photos of an excavation site,but the photos are too dark due to poor lighting conditions.AIGC Application:AIGC tools can adjust the bright-ness and contrast of the photos,making the details clear-er without losing the original information.Example 5:Annotating Medical Images Scenario:Need to present a patients medical images at a conference,highlighting some important features.AIGC Application:AIGC tools can add legends and annotations to the images,pointing out key anatomical structures or lesions to help the audience better under-stand the image content.CONTENTS1 Background 012 Objectives 022.1 Prevent academic misconduct and enhance research integrity governance.022.2 Guide relevant stakeholders to reach consensus on the use of AIGC.023 Principles 023.1 Transparency and accountability.023.2 Privacy and security.023.3 Fairness.033.4 Sustainable development.034 Behavioral framework/practice guideline.034.1 Research and writing.034.1.1 Information collection.034.1.2 Statistical analysis.044.1.3 Charting 044.1.4 Text writing.054.1.5 Language and copyediting.064.1.6 Citation management.064.2 Submission.064.2.1 Authorship.064.2.2 Standardized citation.064.2.3 Disclosure and statement.064.2.4 Peer review 074.3 Post-publication/publishing5.1 Case 1:Author blames ChatGPT for ethics and integrity concerns5.2 Case 2:The Retraction of a Medical Teams Paper.074.3.1 Data storage and sharing 074.3.2 Submission and archiving of AIGC-related materials.074.3.3 Detection and identiication of AIGC-generated content.085 Case Analysis086 Conclusion.08.08.097 Acknowledgements.10Charting and Image Generation:Based on the character-istics of the data and the intended purpose,AIGC can recommend the most suitable type of statistical graph for the application scenario.This helps present statisti-cal results in a clear and effective manner,allowing researchers to convey their indings more eficiently.As a result,AIGC saves time in graph creation and enhances overall writing productivity.However,images generated from experiments such as Western blot,cell technology analysis,tissue cell staining,etc.,must be obtained through authentic experimental research and must not be directly generated by AIGC.The use of generative AI or AI-assisted tools in the production of artwork such as for graphical abstracts is also not permitted.The use of generative AI in the production of cover art may in some cases be allowed,if the author obtains prior permission from the journal editor and publisher,can demonstrate that all necessary rights have been cleared for the use of the relevant material,and ensures that there is correct content attribution.Statistical chart and diagram format processing and optimization:When processing and optimizing statisti-cal charts,researchers can use AIGC tools to help adjust chart styles according to the amount of data and speciic needs.These adjustments include,but are not limited to,adjusting font sizes,adding or modifying data annota-tions,adding legends,changing colors,etc.These optimi-zations are designed to make the charts clearer,more beautiful,and more readable and easy to understand.At the same time,researchers should ensure that when using the AIGC tool to adjust the chart,they follow the standard operation to ensure the authenticity and accuracy of the data.Image format processing and optimization:This entry covers types of images including video and animation(such as video stills),photography,scientiic diagrams,photo illustrations and other collages,as well as editorial illustrations such as drawings,cartoons,or other 2D or 3D visual representations.It is not acceptable to enhance,obscure,move,remove,or introduce a speciic feature within an image.Adjustments of brightness,contrast,or color balance are acceptable if and as long as they do not obscure or eliminate any information present in the original.Similarly,amendments such as adding legends and image annotations are also accept-able.When researchers create or change image content using AIGC tools,they are required to provide a clear description of the content that was created or altered,an explanation of how the AI or AI-assisted tools were used in the creation or alteration process,and the name of the model or tool,version and extension numbers,and manufacturer.Case Demonstration:Application of AIGC in Chart CreationExample 1:Trend Analysis Scenario:Need to show the development trend of a technology over the past decade.AIGC Application:AIGC tools can generate a line chart based on the provided data,automatically adjusting the charts axes,labels,and legends to clearly display the trend.Example 2:Categorical Data Analysis Scenario:Need to compare the market shares of different products.AIGC Application:AIGC tools can generate bar charts or pie charts based on categorical data,recommending the most suitable format for data presentation,and automatically setting chart colors and labels for easier interpretation.Example 3:Enhancing Charts in Academic Reports Scenario:Need to present research indings in an academic report,but the chart styles are not visually appealing.AIGC Application:AIGC tools can adjust the charts font size,colors,data labels,and legend positions,making the charts more attractive and easier to under-stand.Example 4:Brightness and Contrast Adjustment Scenario:Need to display photos of an excavation site,but the photos are too dark due to poor lighting conditions.AIGC Application:AIGC tools can adjust the bright-ness and contrast of the photos,making the details clear-er without losing the original information.Example 5:Annotating Medical Images Scenario:Need to present a patients medical images at a conference,highlighting some important features.AIGC Application:AIGC tools can add legends and annotations to the images,pointing out key anatomical structures or lesions to help the audience better under-stand the image content.Privacy and security are the fundamental legal princi-ples for the use of AIGC.AIGC should be used with respect to privacy and data protection,including the assessment of data,privacy,and security impact.Data should be appropriately anonymized to protect privacy,and measures should be taken to protect data security.Authors should also respect the speciic privacy and conidentiality policies of the publishing house they are submitting to.Furthermore,users of LLMs should be aware that any submitted information might be scraped and used to train the model,and they should take neces-sary precautions to safeguard sensitive data.applications,the principles of accountability and trans-parency should be followed,and the use of AIGC should be indicated through identiiers or feedback mecha-nisms to ensure that the quality and integrity of academ-ic research is not compromised by the utilization of AIGC technology.In recent years,artiicial intelligence(AI)technology has been developing rapidly,especially with the release of ChatGPT,the AI chatbot in November 2022.Artiicial Intelligence Generated Content(AIGC)has entered the public eye and is widely used.It is clear that AI is gaining the ability to generate luent language,making it increas-ingly dificult to distinguish the mass of generated sentences from human-written text.Some scientists are already using chatbots as research assistants to sort through ideas,provide feedback on their work,write code,and review the literature.The impact of AI on research paper writing,producing,and other aspects of research is growing,but it is also having a major impact on the transparency and integrity of scientiic research,which has attracted enormous attention from the academic community.The main concern of the research community is that scientists,researchers,and students may fraudulently present AI-generated text as their own or simply use AIGC to produce unreliable research results.Large Language Models(LLMs)work by learning statistical language patterns from large online text databases.However,it should be noted that LLMs may generate false and misleading information,and fail to indicate the source of the information.Without output control,the utilization of AIGC may lead to the generation of inaccu-rate or biased viewpoints or unreliable research results,damaging the integrity of the academic ecosystem.At the same time,AIGC can make it even more dificult to detect Background1Objectives2Principles3Guideline on the Boundaries of AIGC Usage in Academic Publishing 2.0Backgroundacademic misconduct(such as plagiarism and image forgery),using current approaches.Therefore,it is crucial to develop guidelines that clearly deine the boundaries of AIGC usage in the academic community.Currently,various national or regional policy makers,publishers,and other relevant organizations(the Committee on Publication Ethics(COPE),the Interna-tional Committee of Medical Journal Editors(ICMJE),the International Association of Scientiic,Technical and Medical Publishers(STM),Taylor&Francis,Wiley,Springer Nature,Elsevier,Wolters Kluwer,etc.)have engaged in the discussions of AIGC usage in academic papers and have provided relevant regulations and guidelines.Notably,the descriptions and requirements in the AI-related guidelines and normative documents issued by different organizations at different times often exhibit inconsistencies,such as CONSORT-AI for clinical trials;SPIRIT-AI for clinical trial protocols;TRIPOD AI for predictive models,etc.Therefore,based on an exten-sive review and study of existing research and explora-tion in the industry,we are committed to establishing a framework and guidelines that outlines the fundamental principles of best practice for AI technology in academic publishing.We aim to provide a comprehensive frame-work for the regulation of AIGC usage within the publish-ing industry,the scientiic community,and science and technology regulators,with a further consensus on the appropriate application of AI technology.In the mean-time,as an emerging technology,the nature and usage of AI will inevitably continue to evolve.Therefore,this guideline will be updated on an ongoing and timely basis as necessary.2.1 Prevent academic misconduct and enhance research integrity governanceTaking the prevention of misuse of AIGC as the goal,education to raise the awareness of scientiic integrity should be strengthened,and academic integrity gover-nance promoted,to make sure that research activities can be conducted in an ethical manner.3.1 Transparency and accountabilityTransparency and accountability are the fundamental principles underlying the use of AIGC in academic publishing.In the process from academic research to publication and dissemination,all application users(including researchers,authors,peer reviewers,and readers,etc.)should be aware of and explicitly disclose the use of AIGC in their work.Application providers and technical developers should clearly disclose the data training and content sources used by the application.Transparency should include data transparency,which involve datasets,data sources,and data processing methods;in addition,the use of intellectual property and copyright information should be disclosed as well.Accountability is a shared responsibility of all the key stakeholders,including researchers,research institu-tions,funders,policymakers,and publishers;the estab-lishment and clariication of the accountability standards and related information is signiicant.Quality and integrity assurance is fundamental to build-ing trust in the application of AIGC in academic research.From the design and development of algorithms,to the inputs for training AIGC,to the inputs used in practical 3.2 Privacy and security2.2 Guide relevant stakeholders to reachconsensus on the use of AIGCSpecify the best practices that relevant parties should follow in the preparation,research and data gathering,writing,submission,peer review,publication,and dissemination of academic journal articles,and provide detailed and standardized guidance on the appropriate use of AIGC.Guideline on the Boundaries of AIGC Usage in Academic Publishing 2.0Objectives丨Principles0102Charting and Image Generation:Based on the character-istics of the data and the intended purpose,AIGC can recommend the most suitable type of statistical graph for the application scenario.This helps present statisti-cal results in a clear and effective manner,allowing researchers to convey their indings more eficiently.As a result,AIGC saves time in graph creation and enhances overall writing productivity.However,images generated from experiments such as Western blot,cell technology analysis,tissue cell staining,etc.,must be obtained through authentic experimental research and must not be directly generated by AIGC.The use of generative AI or AI-assisted tools in the production of artwork such as for graphical abstracts is also not permitted.The use of generative AI in the production of cover art may in some cases be allowed,if the author obtains prior permission from the journal editor and publisher,can demonstrate that all necessary rights have been cleared for the use of the relevant material,and ensures that there is correct content attribution.Statistical chart and diagram format processing and optimization:When processing and optimizing statisti-cal charts,researchers can use AIGC tools to help adjust chart styles according to the amount of data and speciic needs.These adjustments include,but are not limited to,adjusting font sizes,adding or modifying data annota-tions,adding legends,changing colors,etc.These optimi-zations are designed to make the charts clearer,more beautiful,and more readable and easy to understand.At the same time,researchers should ensure that when using the AIGC tool to adjust the chart,they follow the standard operation to ensure the authenticity and accuracy of the data.Image format processing and optimization:This entry covers types of images including video and animation(such as video stills),photography,scientiic diagrams,photo illustrations and other collages,as well as editorial illustrations such as drawings,cartoons,or other 2D or 3D visual representations.It is not acceptable to enhance,obscure,move,remove,or introduce a speciic feature within an image.Adjustments of brightness,contrast,or color balance are acceptable if and as long as they do not obscure or eliminate any information present in the original.Similarly,amendments such as adding legends and image annotations are also accept-able.When researchers create or change image content using AIGC tools,they are required to provide a clear description of the content that was created or altered,an explanation of how the AI or AI-assisted tools were used in the creation or alteration process,and the name of the model or tool,version and extension numbers,and manufacturer.Case Demonstration:Application of AIGC in Chart CreationExample 1:Trend Analysis Scenario:Need to show the development trend of a technology over the past decade.AIGC Application:AIGC tools can generate a line chart based on the provided data,automatically adjusting the charts axes,labels,and legends to clearly display the trend.Example 2:Categorical Data Analysis Scenario:Need to compare the market shares of different products.AIGC Application:AIGC tools can generate bar charts or pie charts based on categorical data,recommending the most suitable format for data presentation,and automatically setting chart colors and labels for easier interpretation.Example 3:Enhancing Charts in Academic Reports Scenario:Need to present research indings in an academic report,but the chart styles are not visually appealing.AIGC Application:AIGC tools can adjust the charts font size,colors,data labels,and legend positions,making the charts more attractive and easier to under-stand.Example 4:Brightness and Contrast Adjustment Scenario:Need to display photos of an excavation site,but the photos are too dark due to poor lighting conditions.AIGC Application:AIGC tools can adjust the bright-ness and contrast of the photos,making the details clear-er without losing the original information.Example 5:Annotating Medical Images Scenario:Need to present a patients medical images at a conference,highlighting some important features.AIGC Application:AIGC tools can add legends and annotations to the images,pointing out key anatomical structures or lesions to help the audience better under-stand the image content.Privacy and security are the fundamental legal princi-ples for the use of AIGC.AIGC should be used with respect to privacy and data protection,including the assessment of data,privacy,and security impact.Data should be appropriately anonymized to protect privacy,and measures should be taken to protect data security.Authors should also respect the speciic privacy and conidentiality policies of the publishing house they are submitting to.Furthermore,users of LLMs should be aware that any submitted information might be scraped and used to train the model,and they should take neces-sary precautions to safeguard sensitive data.applications,the principles of accountability and trans-parency should be followed,and the use of AIGC should be indicated through identiiers or feedback mecha-nisms to ensure that the quality and integrity of academ-ic research is not compromised by the utilization of AIGC technology.In recent years,artiicial intelligence(AI)technology has been developing rapidly,especially with the release of ChatGPT,the AI chatbot in November 2022.Artiicial Intelligence Generated Content(AIGC)has entered the public eye and is widely used.It is clear that AI is gaining the ability to generate luent language,making it increas-ingly dificult to distinguish the mass of generated sentences from human-written text.Some scientists are already using chatbots as research assistants to sort through ideas,provide feedback on their work,write code,and review the literature.The impact of AI on research paper writing,producing,and other aspects of research is growing,but it is also having a major impact on the transparency and integrity of scientiic research,which has attracted enormous attention from the academic community.The main concern of the research community is that scientists,researchers,and students may fraudulently present AI-generated text as their own or simply use AIGC to produce unreliable research results.Large Language Models(LLMs)work by learning statistical language patterns from large online text databases.However,it should be noted that LLMs may generate false and misleading information,and fail to indicate the source of the information.Without output control,the utilization of AIGC may lead to the generation of inaccu-rate or biased viewpoints or unreliable research results,damaging the integrity of the academic ecosystem.At the same time,AIGC can make it even more dificult to detect Background1Objectives2Principles3Guideline on the Boundaries of AIGC Usage in Academic Publishing 2.0Backgroundacademic misconduct(such as plagiarism and image forgery),using current approaches.Therefore,it is crucial to develop guidelines that clearly deine the boundaries of AIGC usage in the academic community.Currently,various national or regional policy makers,publishers,and other relevant organizations(the Committee on Publication Ethics(COPE),the Interna-tional Committee of Medical Journal Editors(ICMJE),the International Association of Scientiic,Technical and Medical Publishers(STM),Taylor&Francis,Wiley,Springer Nature,Elsevier,Wolters Kluwer,etc.)have engaged in the discussions of AIGC usage in academic papers and have provided relevant regulations and guidelines.Notably,the descriptions and requirements in the AI-related guidelines and normative documents issued by different organizations at different times often exhibit inconsistencies,such as CONSORT-AI for clinical trials;SPIRIT-AI for clinical trial protocols;TRIPOD AI for predictive models,etc.Therefore,based on an exten-sive review and study of existing research and explora-tion in the industry,we are committed to establishing a framework and guidelines that outlines the fundamental principles of best practice for AI technology in academic publishing.We aim to provide a comprehensive frame-work for the regulation of AIGC usage within the publish-ing industry,the scientiic community,and science and technology regulators,with a further consensus on the appropriate application of AI technology.In the mean-time,as an emerging technology,the nature and usage of AI will inevitably continue to evolve.Therefore,this guideline will be updated on an ongoing and timely basis as necessary.2.1 Prevent academic misconduct and enhance research integrity governanceTaking the prevention of misuse of AIGC as the goal,education to raise the awareness of scientiic integrity should be strengthened,and academic integrity gover-nance promoted,to make sure that research activities can be conducted in an ethical manner.3.1 Transparency and accountabilityTransparency and accountability are the fundamental principles underlying the use of AIGC in academic publishing.In the process from academic research to publication and dissemination,all application users(including researchers,authors,peer reviewers,and readers,etc.)should be aware of and explicitly disclose the use of AIGC in their work.Application providers and technical developers should clearly disclose the data training and content sources used by the application.Transparency should include data transparency,which involve datasets,data sources,and data processing methods;in addition,the use of intellectual property and copyright information should be disclosed as well.Accountability is a shared responsibility of all the key stakeholders,including researchers,research institu-tions,funders,policymakers,and publishers;the estab-lishment and clariication of the accountability standards and related information is signiicant.Quality and integrity assurance is fundamental to build-ing trust in the application of AIGC in academic research.From the design and development of algorithms,to the inputs for training AIGC,to the inputs used in practical 3.2 Privacy and security2.2 Guide relevant stakeholders to reachconsensus on the use of AIGCSpecify the best practices that relevant parties should follow in the preparation,research and data gathering,writing,submission,peer review,publication,and dissemination of academic journal articles,and provide detailed and standardized guidance on the appropriate use of AIGC.Guideline on the Boundaries of AIGC Usage in Academic Publishing 2.0Objectives丨Principles0102Charting and Image Generation:Based on the character-istics of the data and the intended purpose,AIGC can recommend the most suitable type of statistical graph for the application scenario.This helps present statisti-cal results in a clear and effective manner,allowing researchers to convey their indings more eficiently.As a result,AIGC saves time in graph creation and enhances overall writing productivity.However,images generated from experiments such as Western blot,cell technology analysis,tissue cell staining,etc.,must be obtained through authentic experimental research and must not be directly generated by AIGC.The use of generative AI or AI-assisted tools in the production of artwork such as for graphical abstracts is also not permitted.The use of generative AI in the production of cover art may in some cases be allowed,if the author obtains prior permission from the journal editor and publisher,can demonstrate that all necessary rights have been cleared for the use of the relevant material,and ensures that there is correct content attribution.Statistical chart and diagram format processing and optimization:When processing and optimizing statisti-cal charts,researchers can use AIGC tools to help adjust chart styles according to the amount of data and speciic needs.These adjustments include,but are not limited to,adjusting font sizes,adding or modifying data annota-tions,adding legends,changing colors,etc.These optimi-zations are designed to make the charts clearer,more beautiful,and more readable and easy to understand.At the same time,researchers should ensure that when using the AIGC tool to adjust the chart,they follow the standard operation to ensure the authenticity and accuracy of the data.Image format processing and optimization:This entry covers types of images including video and animation(such as video stills),photography,scientiic diagrams,photo illustrations and other collages,as well as editorial illustrations such as drawings,cartoons,or other 2D or 3D visual representations.It is not acceptable to enhance,obscure,move,remove,or introduce a speciic feature within an image.Adjustments of brightness,contrast,or color balance are acceptable if and as long as they do not obscure or eliminate any information present in the original.Similarly,amendments such as adding legends and image annotations are also accept-able.When researchers create or change image content using AIGC tools,they are required to provide a clear description of the content that was created or altered,an explanation of how the AI or AI-assisted tools were used in the creation or alteration process,and the name of the model or tool,version and extension numbers,and manufacturer.Case Demonstration:Application of AIGC in Chart CreationExample 1:Trend Analysis Scenario:Need to show the development trend of a technology over the past decade.AIGC Application:AIGC tools can generate a line chart based on the provided data,automatically adjusting the charts axes,labels,and legends to clearly display the trend.Example 2:Categorical Data Analysis Scenario:Need to compare the market shares of different products.AIGC Application:AIGC tools can generate bar charts or pie charts based on categorical data,recommending the most suitable format for data presentation,and automatically setting chart colors and labels for easier interpretation.Example 3:Enhancing Charts in Academic Reports Scenario:Need to present research indings in an academic report,but the chart styles are not visually appealing.AIGC Application:AIGC tools can adjust the charts font size,colors,data labels,and legend positions,making the charts more attractive and easier to under-stand.Example 4:Brightness and Contrast Adjustment Scenario:Need to display photos of an excavation site,but the photos are too dark due to poor lighting conditions.AIGC Application:AIGC tools can adjust the bright-ness and contrast of the photos,making the details clear-er without losing the original information.Example 5:Annotating Medical Images Scenario:Need to present a patients medical images at a conference,highlighting some important features.AIGC Application:AIGC tools can add legends and annotations to the images,pointing out key anatomical structures or lesions to help the audience better under-stand the image content.Behavioral framework/practice guideline4Guideline on the Boundaries of AIGC Usage in Academic Publishing 2.0Principles丨Behavioral framework/practice guideline3.3 FairnessThe utilization of AIGC should be under the principle of fairness to avoid bias.As AI has the risk of replicating and amplifying bias,potential sources of bias should be carefully assessed and reviewed in the process of train-ing data selection,algorithm design,model generation,optimization,and application.A feedback mechanism should be established to monitor,review,and correct potential biases in a timely manner.Meanwhile,AIGC can help provide services such as copyediting and language polishing to reduce such cultural or linguistic unfairness.AIGC can provide assistance(services)at various stages of research and academic publishing.In order to foster a conducive research environment,to address potential issues,and to prevent/reduce misuse of AIGC,this section provides a framework to guide authors,research institutions,academic publishers,and so forth,on compliant and responsible use of AIGC.3.4 Sustainable developmentThe multidisciplinary nature of AI systems make it highly suitable for addressing global concerns,such as the United Nations Sustainable Development Goals,carbon neutrality,and so forth.It also offers opportuni-ties for public and private organizations to improve eficiency to achieve greater environmental sustainabili-4.1 Research and writingThis section mainly provides guidance to researchers on the use of AIGC during the research and manuscript writing prior to submission.4.1.1 Information collectionThe data provided by AIGC are generated and extracted based on big data and large language models.However,Guideline on the Boundaries of AIGC Usage in Academic Publishing 2.0Behavioral framework/practice guidelinety and responsibility.While AI systems carry promises to beneit all of humanity,including future generations,we must also recognize the energy-intensive nature of training and using GenAI,and the environmental impact cannot be ignored.Funding and other incentives providers of high-quality data,such as publications and databases created by publishers,help to extract action-able knowledge.Sustainable development should be a core principle of AIGC itself.To minimize duplication and waste,the utilization of AIGC should avoid over-reliance on data that may be temporarily or permanently unavailable,while the functional modules of the tool should be based on recognized standards and guidelines to ensure that data are indable,accessible,interoperable,and reusable.In this process,special attention should be given to minimizing the environmental impact of GenAI and promoting the sustainable development of technol-ogy.the accuracy and authenticity of which are not assessed or veriied,and researchers need to conirm the reliability of the content.Literature research:AIGC can be used to collect refer-ence literature based on keywords or topics,classify and review the literature,summarize the conclusions,and provide references for researchers;moreover,it can help researchers identify new sources of informa-tion and keep track of the latest developments in the research ield.It should be noted that the references provided by AIGC may be ictitious or outdated.Researchers using AIGC to support their literature review must carefully review and verify the authentici-ty of each suggestion and reference provided,and make human-led decisions on what to include in their research.0304Concept clariication:AIGC can answer some basic conceptual questions to assist researchers in structuring their chapters.However,it should be noted that AIGC provides concept clariication based on the corpus of training data,making human oversight of any AIGC an essential step.Research on viewpoint information:AIGC can collect information from the text on the viewpoints,emotions,and sentiment tendencies of the public or experts on certain issues.Researchers need to monitor and control the viewpoint information provided by AIGC,and clean up the information provided by AIGC if necessary,to ensure that researchers use only valid,unbiased materi-al and prevent the dissemination of false,biased,or discriminatory information.4.1.2 Statistical analysisIn some cases,researchers have collected data but are uncertain about the best statistical analysis to test their hypotheses.Researchers can use AIGC to select the most appropriate method of analysis or statistical analysis;however,the data used should be collected from their own experiments or obtained through other legitimate means，and the results of statistical analysis should be veriied by the researchers to ensure the reliability and validity.Data analysis and interpretation:Researchers may use AIGC to interpret data,calculate statistical indicators,perform simple data analysis,and describe statistical results.However,AIGC cannot replace the researchers own interpretation of the data.Suggestions and guidance on statistical methods:AIGC can provide researchers with suggestions and guidance on statistical analysis based on the question and relevant knowledge.However,these suggestions and guidance are solely based on the language model and knowledge base it has learned,which may lead to omissions and inaccuracies.Therefore,researchers need to assess the feasibility of the statistical analysis suggestions provided by AIGC,evaluate them with other reliable statistical analysis and data mining tools,or seek guidance and 4.1.3 ChartingCharting and Image Generation:Based on the character-istics of the data and the intended purpose,AIGC can recommend the most suitable type of statistical graph for the application scenario.This helps present statisti-cal results in a clear and effective manner,allowing researchers to convey their indings more eficiently.As a result,AIGC saves time in graph creation and enhances overall writing productivity.However,images generated from experiments such as Western blot,cell technology analysis,tissue cell staining,etc.,must be obtained through authentic experimental research and must not be directly generated by AIGC.The use of generative AI or AI-assisted tools in the production of artwork such as for graphical abstracts is also not permitted.The use of generative AI in the production of cover art may in some cases be allowed,if the author obtains prior permission from the journal editor and publisher,can demonstrate that all necessary rights have been cleared for the use of the relevant material,and ensures that there is correct content attribution.Statistical chart and diagram format processing and optimization:When processing and optimizing statisti-cal charts,researchers can use AIGC tools to help adjust chart styles according to the amount of data and speciic needs.These adjustments include,but are not limited to,adjusting font sizes,adding or modifying data annota-tions,adding legends,changing colors,etc.These optimi-zations are designed to make the charts clearer,more beautiful,and more readable and easy to understand.At the same time,researchers should ensure that when using the AIGC tool to adjust the chart,they follow the standard operation to ensure the authenticity and accuracy of the data.Image format processing and optimization:This entry covers types of images including video and animation(such as video stills),photography,scientiic diagrams,photo illustrations and other collages,as well as editorial illustrations such as drawings,cartoons,or other 2D or assistance from the subject experts to inally determine whether to accept the suggestions provided by AIGC.Behavioral framework/practice guideline4Guideline on the Boundaries of AIGC Usage in Academic Publishing 2.0Principles丨Behavioral framework/practice guideline3.3 FairnessThe utilization of AIGC should be under the principle of fairness to avoid bias.As AI has the risk of replicating and amplifying bias,potential sources of bias should be carefully assessed and reviewed in the process of train-ing data selection,algorithm design,model generation,optimization,and application.A feedback mechanism should be established to monitor,review,and correct potential biases in a timely manner.Meanwhile,AIGC can help provide services such as copyediting and language polishing to reduce such cultural or linguistic unfairness.AIGC can provide assistance(services)at various stages of research and academic publishing.In order to foster a conducive research environment,to address potential issues,and to prevent/reduce misuse of AIGC,this section provides a framework to guide authors,research institutions,academic publishers,and so forth,on compliant and responsible use of AIGC.3.4 Sustainable developmentThe multidisciplinary nature of AI systems make it highly suitable for addressing global concerns,such as the United Nations Sustainable Development Goals,carbon neutrality,and so forth.It also offers opportuni-ties for public and private organizations to improve eficiency to achieve greater environmental sustainabili-4.1 Research and writingThis section mainly provides guidance to researchers on the use of AIGC during the research and manuscript writing prior to submission.4.1.1 Information collectionThe data provided by AIGC are generated and extracted based on big data and large language models.However,Guideline on the Boundaries of AIGC Usage in Academic Publishing 2.0Behavioral framework/practice guidelinety and responsibility.While AI systems carry promises to beneit all of humanity,including future generations,we must also recognize the energy-intensive nature of training and using GenAI,and the environmental impact cannot be ignored.Funding and other incentives providers of high-quality data,such as publications and databases created by publishers,help to extract action-able knowledge.Sustainable development should be a core principle of AIGC itself.To minimize duplication and waste,the utilization of AIGC should avoid over-reliance on data that may be temporarily or permanently unavailable,while the functional modules of the tool should be based on recognized standards and guidelines to ensure that data are indable,accessible,interoperable,and reusable.In this process,special attention should be given to minimizing the environmental impact of GenAI and promoting the sustainable development of technol-ogy.the accuracy and authenticity of which are not assessed or veriied,and researchers need to conirm the reliability of the content.Literature research:AIGC can be used to collect refer-ence literature based on keywords or topics,classify and review the literature,summarize the conclusions,and provide references for researchers;moreover,it can help researchers identify new sources of informa-tion and keep track of the latest developments in the research ield.It should be noted that the references provided by AIGC may be ictitious or outdated.Researchers using AIGC to support their literature review must carefully review and verify the authentici-ty of each suggestion and reference provided,and make human-led decisions on what to include in their research.0304Concept clariication:AIGC can answer some basic conceptual questions to assist researchers in structuring their chapters.However,it should be noted that AIGC provides concept clariication based on the corpus of training data,making human oversight of any AIGC an essential step.Research on viewpoint information:AIGC can collect information from the text on the viewpoints,emotions,and sentiment tendencies of the public or experts on certain issues.Researchers need to monitor and control the viewpoint information provided by AIGC,and clean up the information provided by AIGC if necessary,to ensure that researchers use only valid,unbiased materi-al and prevent the dissemination of false,biased,or discriminatory information.4.1.2 Statistical analysisIn some cases,researchers have collected data but are uncertain about the best statistical analysis to test their hypotheses.Researchers can use AIGC to select the most appropriate method of analysis or statistical analysis;however,the data used should be collected from their own experiments or obtained through other legitimate means，and the results of statistical analysis should be veriied by the researchers to ensure the reliability and validity.Data analysis and interpretation:Researchers may use AIGC to interpret data,calculate statistical indicators,perform simple data analysis,and describe statistical results.However,AIGC cannot replace the researchers own interpretation of the data.Suggestions and guidance on statistical methods:AIGC can provide researchers with suggestions and guidance on statistical analysis based on the question and relevant knowledge.However,these suggestions and guidance are solely based on the language model and knowledge base it has learned,which may lead to omissions and inaccuracies.Therefore,researchers need to assess the feasibility of the statistical analysis suggestions provided by AIGC,evaluate them with other reliable statistical analysis and data mining tools,or seek guidance and 4.1.3 ChartingCharting and Image Generation:Based on the character-istics of the data and the intended purpose,AIGC can recommend the most suitable type of statistical graph for the application scenario.This helps present statisti-cal results in a clear and effective manner,allowing researchers to convey their indings more eficiently.As a result,AIGC saves time in graph creation and enhances overall writing productivity.However,images generated from experiments such as Western blot,cell technology analysis,tissue cell staining,etc.,must be obtained through authentic experimental research and must not be directly generated by AIGC.The use of generative AI or AI-assisted tools in the production of artwork such as for graphical abstracts is also not permitted.The use of generative AI in the production of cover art may in some cases be allowed,if the author obtains prior permission from the journal editor and publisher,can demonstrate that all necessary rights have been cleared for the use of the relevant material,and ensures that there is correct content attribution.Statistical chart and diagram format processing and optimization:When processing and optimizing statisti-cal charts,researchers can use AIGC tools to help adjust chart styles according to the amount of data and speciic needs.These adjustments include,but are not limited to,adjusting font sizes,adding or modifying data annota-tions,adding legends,changing colors,etc.These optimi-zations are designed to make the charts clearer,more beautiful,and more readable and easy to understand.At the same time,researchers should ensure that when using the AIGC tool to adjust the chart,they follow the standard operation to ensure the authenticity and accuracy of the data.Image format processing and optimization:This entry covers types of images including video and animation(such as video stills),photography,scientiic diagrams,photo illustrations and other collages,as well as editorial illustrations such as drawings,cartoons,or other 2D or assistance from the subject experts to inally determine whether to accept the suggestions provided by AIGC.Guideline on the Boundaries of AIGC Usage in Academic Publishing 2.0Behavioral framework/practice guideline4.1.5 Language and copyeditingAcademic language services:Language should not be a barrier to academic communication and scientiic dissemination.AIGC can serve as a high-standard language reviewer,improving the readability and writing quality of manuscripts,and thus removing language barriers in the dissemination of research.At present,AIGC-supported academic language services can assist non-native English-speakers in copyediting their manuscripts to meet the submission requirements of international journals.However,researchers also need to be aware that when a manuscript is submitted(in whole or in part)to the public AIGC or private AIGC services with low data security and conidentiality standards,it may become part of a large language model training corpus.Participation in AI training should be pre-agreed with co-authors and other stakeholders such as funders or publishers before using AI tools that could potentially use the manuscript(or part of it)to that end.4.1.6 Citation managementWhen dealing with content recommended by AIGC,citation relevance is crucial.Researchers must ensure that the cited content is relevant to the paper,including the authenticity of the citation and the cited content.Citation format check:AIGC can verify whether the cited literature conforms to the citation format of academic papers and identify possible errors or deiciencies.Automatic citation generation:Authors are responsible for ensuring that any citations generated by AI tools are reliable,accurate,and relevant.While AIGC can assist researchers in identifying sources of citations and automatically generate citations that conform to the citation format of academic papers based on the litera-ture information provided by the authors,it should only 4.2 SubmissionAIGC can assist with the submission process,but this requires the professional judgement of researchers who should bear the ultimate responsibility.4.2.1 AuthorshipResearchers must not permit AIGC tools to autonomous-ly initiate,execute,or generate research outcomes without direct human supervision and guidance.Furthermore,AIGC tools cannot be held accountable for published works or research designs,emphasizing the necessity of human oversight and responsibility throughout the research process.Similarly,in most countries,AIGC does not have legal status or the ability to hold or transfer copyrights,which are the basic requirements for authorship.Therefore,according to the COPE position statement on AI tools,AIGC cannot perform the role of authors and cannot be listed as authors.4.2.2 Standardized citationAll content originating from other sources must be carefully reviewed and properly cited.Authors must verify the authenticity and accuracy of the information provided by AIGC,and make reference notes to the underlying data sources,tools,collection,processing,etc.4.2.3 Disclosure and statementThe use of AIGC should be fully and accurately disclosed.The following points should be clearly speciied:the Guideline on the Boundaries of AIGC Usage in Academic Publishing 2.0Behavioral framework/practice guideline4.1.4 Text writingIn the writing process,AIGC can be used as a reference for researchers to improve the readability of the text,clarify the logic of the content,and recommend sentence patterns,and so forth.Also,AIGC can be used to summa-rize other scholarly publications during the research process or to generate the literature review section.However,it should not be used to generate research hypotheses,write the entire text,interpret data,or draw scientiic conclusions.Due to the risk of inaccuracies,bias and omissions,summaries for research and litera-ture review purposes should always be thoroughly checked against the original publication to ensure accurate reporting of the ideas,methodologies,results,and conclusions.All tasks related to scientiic or intellec-tual contributions should be carried out by the research-ers themselves,especially the writing of the critical parts of the paper.The purpose of using AIGC should be to focus on how to convey the scientiic knowledge gener-ated by the authors in the most readable way.Case Demonstration:Application of AIGC in WritingExample 1:Editing Document Grammar and Style Scenario:Concerned about the luency of language expression while writing a paper.AIGC Application:Use AIGC tools to check for gram-mar and spelling errors and improve sentence structure,making the text clearer and more luent.For example,break long sentences into short,powerful ones or use more precise vocabulary.Example 2:Structuring a Paper Outline Scenario:Uncertain about the overall structure of the paper and how to organize the different sections.AIGC Application:Use AIGC tools to generate a paper outline,including sections such as Introduction,Litera-3D visual representations.It is not acceptable to enhance,obscure,move,remove,or introduce a speciic feature within an image.Adjustments of brightness,contrast,or color balance are acceptable if and as long as they do not obscure or eliminate any information present in the original.Similarly,amendments such as adding legends and image annotations are also accept-able.When researchers create or change image content using AIGC tools,they are required to provide a clear description of the content that was created or altered,an explanation of how the AI or AI-assisted tools were used in the creation or alteration process,and the name of the model or tool,version and extension numbers,and manufacturer.Case Demonstration:Application of AIGC in Chart CreationExample 1:Trend Analysis Scenario:Need to show the development trend of a technology over the past decade.AIGC Application:AIGC tools can generate a line chart based on the provided data,automatically adjusting the charts axes,labels,and legends to clearly display the trend.Example 2:Categorical Data Analysis Scenario:Need to compare the market shares of different products.AIGC Application:AIGC tools can generate bar charts or pie charts based on categorical data,recommending the most suitable format for data presentation,and automatically setting chart colors and labels for easier interpretation.Example 3:Enhancing Charts in Academic Reports Scenario:Need to present research indings in an academic report,but the chart styles are not visually appealing.AIGC Application:AIGC tools can adjust the charts font size,colors,data labels,and legend positions,making the charts more attractive and easier to under-stand.Example 4:Brightness and Contrast Adjustment Scenario:Need to display photos of an excavation site,but the photos are too dark due to poor lighting conditions.AIGC Application:AIGC tools can adjust the bright-ness and contrast of the photos,making the details clear-er without losing the original information.Example 5:Annotating Medical Images Scenario:Need to present a patients medical images at a conference,highlighting some important features.AIGC Application:AIGC tools can add legends and annotations to the images,pointing out key anatomical structures or lesions to help the audience better under-stand the image content.ture Review,Methods,Results,and Discussion,and provide content suggestions for each part.Researchers can use these recommendations to organize their research content,ensuring a clear and logical low in the paper.be used as an auxiliary tool.Authors must be responsible for citations and carefully check the format and content of citations to ensure that citations meet the normative requirements of academic papers.Automatic sorting of references:AIGC can automatically sort and check the reference list according to the speci-ied citation format,thus helping authors to perform the relevant tasks of standardized citation in academic writing,saving the effort of manual work,improving the quality of the paper and the eficiency of researchers.0506Guideline on the Boundaries of AIGC Usage in Academic Publishing 2.0Behavioral framework/practice guideline4.1.5 Language and copyeditingAcademic language services:Language should not be a barrier to academic communication and scientiic dissemination.AIGC can serve as a high-standard language reviewer,improving the readability and writing quality of manuscripts,and thus removing language barriers in the dissemination of research.At present,AIGC-supported academic language services can assist non-native English-speakers in copyediting their manuscripts to meet the submission requirements of international journals.However,researchers also need to be aware that when a manuscript is submitted(in whole or in part)to the public AIGC or private AIGC services with low data security and conidentiality standards,it may become part of a large language model training corpus.Participation in AI training should be pre-agreed with co-authors and other stakeholders such as funders or publishers before using AI tools that could potentially use the manuscript(or part of it)to that end.4.1.6 Citation managementWhen dealing with content recommended by AIGC,citation relevance is crucial.Researchers must ensure that the cited content is relevant to the paper,including the authenticity of the citation and the cited content.Citation format check:AIGC can verify whether the cited literature conforms to the citation format of academic papers and identify possible errors or deiciencies.Automatic citation generation:Authors are responsible for ensuring that any citations generated by AI tools are reliable,accurate,and relevant.While AIGC can assist researchers in identifying sources of citations and automatically generate citations that conform to the citation format of academic papers based on the litera-ture information provided by the authors,it should only 4.2 SubmissionAIGC can assist with the submission process,but this requires the professional judgement of researchers who should bear the ultimate responsibility.4.2.1 AuthorshipResearchers must not permit AIGC tools to autonomous-ly initiate,execute,or generate research outcomes without direct human supervision and guidance.Furthermore,AIGC tools cannot be held accountable for published works or research designs,emphasizing the necessity of human oversight and responsibility throughout the research process.Similarly,in most countries,AIGC does not have legal status or the ability to hold or transfer copyrights,which are the basic requirements for authorship.Therefore,according to the COPE position statement on AI tools,AIGC cannot perform the role of authors and cannot be listed as authors.4.2.2 Standardized citationAll content originating from other sources must be carefully reviewed and properly cited.Authors must verify the authenticity and accuracy of the information provided by AIGC,and make reference notes to the underlying data sources,tools,collection,processing,etc.4.2.3 Disclosure and statementThe use of AIGC should be fully and accurately disclosed.The following points should be clearly speciied:the Guideline on the Boundaries of AIGC Usage in Academic Publishing 2.0Behavioral framework/practice guideline4.1.4 Text writingIn the writing process,AIGC can be used as a reference for researchers to improve the readability of the text,clarify the logic of the content,and recommend sentence patterns,and so forth.Also,AIGC can be used to summa-rize other scholarly publications during the research process or to generate the literature review section.However,it should not be used to generate research hypotheses,write the entire text,interpret data,or draw scientiic conclusions.Due to the risk of inaccuracies,bias and omissions,summaries for research and litera-ture review purposes should always be thoroughly checked against the original publication to ensure accurate reporting of the ideas,methodologies,results,and conclusions.All tasks related to scientiic or intellec-tual contributions should be carried out by the research-ers themselves,especially the writing of the critical parts of the paper.The purpose of using AIGC should be to focus on how to convey the scientiic knowledge gener-ated by the authors in the most readable way.Case Demonstration:Application of AIGC in WritingExample 1:Editing Document Grammar and Style Scenario:Concerned about the luency of language expression while writing a paper.AIGC Application:Use AIGC tools to check for gram-mar and spelling errors and improve sentence structure,making the text clearer and more luent.For example,break long sentences into short,powerful ones or use more precise vocabulary.Example 2:Structuring a Paper Outline Scenario:Uncertain about the overall structure of the paper and how to organize the different sections.AIGC Application:Use AIGC tools to generate a paper outline,including sections such as Introduction,Litera-3D visual representations.It is not acceptable to enhance,obscure,move,remove,or introduce a speciic feature within an image.Adjustments of brightness,contrast,or color balance are acceptable if and as long as they do not obscure or eliminate any information present in the original.Similarly,amendments such as adding legends and image annotations are also accept-able.When researchers create or change image content using AIGC tools,they are required to provide a clear description of the content that was created or altered,an explanation of how the AI or AI-assisted tools were used in the creation or alteration process,and the name of the model or tool,version and extension numbers,and manufacturer.Case Demonstration:Application of AIGC in Chart CreationExample 1:Trend Analysis Scenario:Need to show the development trend of a technology over the past decade.AIGC Application:AIGC tools can generate a line chart based on the provided data,automatically adjusting the charts axes,labels,and legends to clearly display the trend.Example 2:Categorical Data Analysis Scenario:Need to compare the market shares of different products.AIGC Application:AIGC tools can generate bar charts or pie charts based on categorical data,recommending the most suitable format for data presentation,and automatically setting chart colors and labels for easier interpretation.Example 3:Enhancing Charts in Academic Reports Scenario:Need to present research indings in an academic report,but the chart styles are not visually appealing.AIGC Application:AIGC tools can adjust the charts font size,colors,data labels,and legend positions,making the charts more attractive and easier to under-stand.Example 4:Brightness and Contrast Adjustment Scenario:Need to display photos of an excavation site,but the photos are too dark due to poor lighting conditions.AIGC Application:AIGC tools can adjust the bright-ness and contrast of the photos,making the details clear-er without losing the original information.Example 5:Annotating Medical Images Scenario:Need to present a patients medical images at a conference,highlighting some important features.AIGC Application:AIGC tools can add legends and annotations to the images,pointing out key anatomical structures or lesions to help the audience better under-stand the image content.ture Review,Methods,Results,and Discussion,and provide content suggestions for each part.Researchers can use these recommendations to organize their research content,ensuring a clear and logical low in the paper.be used as an auxiliary tool.Authors must be responsible for citations and carefully check the format and content of citations to ensure that citations meet the normative requirements of academic papers.Automatic sorting of references:AIGC can automatically sort and check the reference list according to the speci-ied citation format,thus helping authors to perform the relevant tasks of standardized citation in academic writing,saving the effort of manual work,improving the quality of the paper and the eficiency of researchers.05065 Case Analysis5Guideline on the Boundaries of AIGC Usage in Academic Publishing 2.0Behavioral framework/practice guideline丨Case AnalysisGuideline on the Boundaries of AIGC Usage in Academic Publishing 2.0Behavioral framework/practice guidelineCharting and Image Generation:Based on the character-istics of the data and the intended purpose,AIGC can recommend the most suitable type of statistical graph for the application scenario.This helps present statisti-cal results in a clear and effective manner,allowing researchers to convey their indings more eficiently.As a result,AIGC saves time in graph creation and enhances overall writing productivity.However,images generated from experiments such as Western blot,cell technology analysis,tissue cell staining,etc.,must be obtained through authentic experimental research and must not be directly generated by AIGC.The use of generative AI or AI-assisted tools in the production of artwork such as for graphical abstracts is also not permitted.The use of generative AI in the production of cover art may in some cases be allowed,if the author obtains prior permission from the journal editor and publisher,can demonstrate that all necessary rights have been cleared for the use of the relevant material,and ensures that there is correct content attribution.Statistical chart and diagram format processing and optimization:When processing and optimizing statisti-cal charts,researchers can use AIGC tools to help adjust chart styles according to the amount of data and speciic needs.These adjustments include,but are not limited to,adjusting font sizes,adding or modifying data annota-tions,adding legends,changing colors,etc.These optimi-zations are designed to make the charts clearer,more beautiful,and more readable and easy to understand.At the same time,researchers should ensure that when using the AIGC tool to adjust the chart,they follow the standard operation to ensure the authenticity and accuracy of the data.Image format processing and optimization:This entry covers types of images including video and animation(such as video stills),photography,scientiic diagrams,photo illustrations and other collages,as well as editorial illustrations such as drawings,cartoons,or other 2D or The use of AIGC should be fully and accurately disclosed.The following points should be clearly speciied:the 3D visual representations.It is not acceptable to enhance,obscure,move,remove,or introduce a speciic feature within an image.Adjustments of brightness,contrast,or color balance are acceptable if and as long as they do not obscure or eliminate any information present in the original.Similarly,amendments such as adding legends and image annotations are also accept-able.When researchers create or change image content using AIGC tools,they are required to provide a clear description of the content that was created or altered,an explanation of how the AI or AI-assisted tools were used in the creation or alteration process,and the name of the model or tool,version and extension numbers,and manufacturer.Case Demonstration:Application of AIGC in Chart CreationExample 1:Trend Analysis Scenario:Need to show the development trend of a technology over the past decade.AIGC Application:AIGC tools can generate a line chart based on the provided data,automatically adjusting the charts axes,labels,and legends to clearly display the trend.Example 2:Categorical Data Analysis Scenario:Need to compare the market shares of different products.AIGC Application:AIGC tools can generate bar charts or pie charts based on categorical data,recommending the most suitable format for data presentation,and automatically setting chart colors and labels for easier interpretation.Example 3:Enhancing Charts in Academic Reports Scenario:Need to present research indings in an academic report,but the chart styles are not visually appealing.AIGC Application:AIGC tools can adjust the charts font size,colors,data labels,and legend positions,making the charts more attractive and easier to under-stand.Example 4:Brightness and Contrast Adjustment Scenario:Need to display photos of an excavation site,but the photos are too dark due to poor lighting conditions.AIGC Application:AIGC tools can adjust the bright-ness and contrast of the photos,making the details clear-er without losing the original information.Example 5:Annotating Medical Images Scenario:Need to present a patients medical images at a conference,highlighting some important features.AIGC Application:AIGC tools can add legends and annotations to the images,pointing out key anatomical structures or lesions to help the audience better under-stand the image content.user;the AI technology or system(with version number stated);the time and date of use;the prompts and ques-tions used to generate the text;the parts of the text written or co-written by AIGC;the ideas in the paper generated by AIGC.If any part of the manuscript was written using such tools,this must be described in the Methods or Acknowledgments section in an open,trans-parent,and detailed manner.TemplateStatement:In preparing this paper,the authors used name of speciic AIGC tool/service for purpose of use:such as literature review/data analysis/charting,etc.The date and time of using this tool/service is speciic date and time and the relevant text is generated with Tips and Ques-tions.After using this tool/service,the authors have reviewed and edited the content as necessary and take full responsibility for the content of the publication.4.2.4 Peer review4.3 Post-publication/publishing4.3.1 Data storage and sharingIn the peer review process,authors and reviewers decide whether to use the AIGC tool in accordance with the policies of the reviewing client(e.g.,journal or publisher).The AIGC tool may not be used if expressly prohibited by journal policy.If not expressly prohibited by journal policy,authors may use AIGC to assist in responding to review comments,while still taking full responsibility for the content of their responses.In case of doubt,the author should be able to justify his response.In the peer review process,AIGC can categorize and label review comments,helping authors to quickly under-stand the comments,and recommending appropriate responses for authors eficiently address the review comments.It should be noted that the review report is considered a conidential document and the authors are not allowed to upload the review report to the AIGC during the conidential review process of the journal.In addition,the author shall prevent the leakage of the review content,and take necessary remedial measures 0708in a timely manner in case of information leakage.Under the condition that it is permitted by journal policies,peer reviewers may use AIGC responsibly to extract critical information to inform the review,or to assist in drafting review comments;However,reviewers shall not uploaded the unpublished submissions to AI systems for any reason.AI can only be used responsibly to improve reviewers comments,not to process the content being reviewed.Reviewers or reviewers should ensure that their review comments are accurate,truth-ful,and impartial,and check that their review comments relect their professional views in a complete and specif-ic way.On the premise of meeting relevant requirements,authors are encouraged to make their original data publicly available to control and prevent problems such as data contamination and falsiication.Authors should conduct a rigorous review of the data in their papers to ensure the accuracy,completeness,and reliability of the source data.The focus of the data review should include the methods of data collection and processing,the experiments,the accuracy and preci-sion of measurements,and the methods of data storage,and so forth.For research papers involving experimental process,researchers should record the experiments and the data collection process in a timely,accurate,and detailed manner to avoid errors or omissions,and submit the experimental data and process records together.4.3.3 Detection and identiication of AIGC-generated contentJournals and editors are advised to pay attention to security when using new tools to detect and identify content generated by AIGC to prevent information leakage and misuse of data.When setting up a review process for AIGC tools,in addition to developing appro-priate technologies,manual review,and automated detection,it is important to be particularly vigilant about possible false positives.The detection results should be used as an auxiliary supporting basis in a comprehensive 5.1 Case 1:Author blames ChatGPT forethics and integrity concernsCase Description:During the peer review process,the reviewers raised several concerns about the manuscript,speciically questioning whether there were misrepre-sented citations and whether non-existent sources had been cited.In the subsequent inquiry with the authors,they admitted to using ChatGPT to write the manuscript.However,they had not fact-checked the content nor veriied the sources cited by ChatGPT.Given these issues,the authors requested an opportunity to revise the manuscript,offering to remove all content generated by ChatGPT and rewrite the article.However,this request was denied for the following reasons:the authors did not disclose the use of ChatGPT in their initial submission,and they failed to fact-check all the content.All listed authors are jointly responsible for the integrity of the article,and this oversight constitutes serious academic misconduct.Consequently,the manu-script was rejected for publication.1 Retracted paper:https:/ Case 2:The Retraction of a Medical Teams PaperCase Description:On April 5,2024,a medical team published a paper in a medical journal.The study claimed that alkaline water could reduce pain and allevi-ate symptoms in patients with chronic gouty arthritis.However,just three months later,the paper was retract-ed due to multiple serious issues1.Potential Errors by the Authors:1.Use of AI-generated Content:Chart Errors:AI tools like ChatGPT were used to automatically generate images.Reviewers found errors in the number of bones depicted and meaningless labels such as chlsinkestead atlvs no active greedis and Aliainine jerve sreiter.Text Generation:The introduction was found to be 100%AI-generated,severely impacting the accuracy and professionalism of the content.2.Data and Reference Issues:Unveriiable References:Some references could not be found inPubMed or Google Scholar,questioning the 4.3.2 Submission and archiving of AIGC-related materialsResearchers are encouraged to share their research data(in certain situations),including but not limited to:original data,processed data,software,algorithms,protocols,methods,materials,etc.In particular,AIGC-generated content such as text,images,programs,and so forth,should be submitted and archived as supplementary material.evaluation together with the scope of the paper,the requirements of the journal,and the overall quality of the paper,and so forth.Researchers must provide clear disclosure and state-ment when using AIGC to generate manuscript text and other materials,otherwise it constitutes academic misconduct.For example,extracting newly generated text from AIGC and using it as manuscript content without proper citation will be considered misconduct.credibility of the study.Unreasonable Statistical Data:Commenters pointed out that some statistical analyses were impossible,and the pain score data in the tables showed signs of fabrica-tion.3.Author Identity Veriication:Non-institutional Email:The authors used an email address not afiliated with their institution,raising doubts about their identitys authenticity.Outcome:the journal issued a retraction notice,withdrawing the research paper by the team.The journal stated that the retraction was due to serious concerns about data integrity and accuracy.Additionally,the journal announced ongoing improvements to its editori-al review processes to prevent similar incidents in the future.5 Case Analysis5Guideline on the Boundaries of AIGC Usage in Academic Publishing 2.0Behavioral framework/practice guideline丨Case AnalysisGuideline on the Boundaries of AIGC Usage in Academic Publishing 2.0Behavioral framework/practice guidelineCharting and Image Generation:Based on the character-istics of the data and the intended purpose,AIGC can recommend the most suitable type of statistical graph for the application scenario.This helps present statisti-cal results in a clear and effective manner,allowing researchers to convey their indings more eficiently.As a result,AIGC saves time in graph creation and enhances overall writing productivity.However,images generated from experiments such as Western blot,cell technology analysis,tissue cell staining,etc.,must be obtained through authentic experimental research and must not be directly generated by AIGC.The use of generative AI or AI-assisted tools in the production of artwork such as for graphical abstracts is also not permitted.The use of generative AI in the production of cover art may in some cases be allowed,if the author obtains prior permission from the journal editor and publisher,can demonstrate that all necessary rights have been cleared for the use of the relevant material,and ensures that there is correct content attribution.Statistical chart and diagram format processing and optimization:When processing and optimizing statisti-cal charts,researchers can use AIGC tools to help adjust chart styles according to the amount of data and speciic needs.These adjustments include,but are not limited to,adjusting font sizes,adding or modifying data annota-tions,adding legends,changing colors,etc.These optimi-zations are designed to make the charts clearer,more beautiful,and more readable and easy to understand.At the same time,researchers should ensure that when using the AIGC tool to adjust the chart,they follow the standard operation to ensure the authenticity and accuracy of the data.Image format processing and optimization:This entry covers types of images including video and animation(such as video stills),photography,scientiic diagrams,photo illustrations and other collages,as well as editorial illustrations such as drawings,cartoons,or other 2D or The use of AIGC should be fully and accurately disclosed.The following points should be clearly speciied:the 3D visual representations.It is not acceptable to enhance,obscure,move,remove,or introduce a speciic feature within an image.Adjustments of brightness,contrast,or color balance are acceptable if and as long as they do not obscure or eliminate any information present in the original.Similarly,amendments such as adding legends and image annotations are also accept-able.When researchers create or change image content using AIGC tools,they are required to provide a clear description of the content that was created or altered,an explanation of how the AI or AI-assisted tools were used in the creation or alteration process,and the name of the model or tool,version and extension numbers,and manufacturer.Case Demonstration:Application of AIGC in Chart CreationExample 1:Trend Analysis Scenario:Need to show the development trend of a technology over the past decade.AIGC Application:AIGC tools can generate a line chart based on the provided data,automatically adjusting the charts axes,labels,and legends to clearly display the trend.Example 2:Categorical Data Analysis Scenario:Need to compare the market shares of different products.AIGC Application:AIGC tools can generate bar charts or pie charts based on categorical data,recommending the most suitable format for data presentation,and automatically setting chart colors and labels for easier interpretation.Example 3:Enhancing Charts in Academic Reports Scenario:Need to present research indings in an academic report,but the chart styles are not visually appealing.AIGC Application:AIGC tools can adjust the charts font size,colors,data labels,and legend positions,making the charts more attractive and easier to under-stand.Example 4:Brightness and Contrast Adjustment Scenario:Need to display photos of an excavation site,but the photos are too dark due to poor lighting conditions.AIGC Application:AIGC tools can adjust the bright-ness and contrast of the photos,making the details clear-er without losing the original information.Example 5:Annotating Medical Images Scenario:Need to present a patients medical images at a conference,highlighting some important features.AIGC Application:AIGC tools can add legends and annotations to the images,pointing out key anatomical structures or lesions to help the audience better under-stand the image content.user;the AI technology or system(with version number stated);the time and date of use;the prompts and ques-tions used to generate the text;the parts of the text written or co-written by AIGC;the ideas in the paper generated by AIGC.If any part of the manuscript was written using such tools,this must be described in the Methods or Acknowledgments section in an open,trans-parent,and detailed manner.TemplateStatement:In preparing this paper,the authors used name of speciic AIGC tool/service for purpose of use:such as literature review/data analysis/charting,etc.The date and time of using this tool/service is speciic date and time and the relevant text is generated with Tips and Ques-tions.After using this tool/service,the authors have reviewed and edited the content as necessary and take full responsibility for the content of the publication.4.2.4 Peer review4.3 Post-publication/publishing4.3.1 Data storage and sharingIn the peer review process,authors and reviewers decide whether to use the AIGC tool in accordance with the policies of the reviewing client(e.g.,journal or publisher).The AIGC tool may not be used if expressly prohibited by journal policy.If not expressly prohibited by journal policy,authors may use AIGC to assist in responding to review comments,while still taking full responsibility for the content of their responses.In case of doubt,the author should be able to justify his response.In the peer review process,AIGC can categorize and label review comments,helping authors to quickly under-stand the comments,and recommending appropriate responses for authors eficiently address the review comments.It should be noted that the review report is considered a conidential document and the authors are not allowed to upload the review report to the AIGC during the conidential review process of the journal.In addition,the author shall prevent the leakage of the review content,and take necessary remedial measures 0708in a timely manner in case of information leakage.Under the condition that it is permitted by journal policies,peer reviewers may use AIGC responsibly to extract critical information to inform the review,or to assist in drafting review comments;However,reviewers shall not uploaded the unpublished submissions to AI systems for any reason.AI can only be used responsibly to improve reviewers comments,not to process the content being reviewed.Reviewers or reviewers should ensure that their review comments are accurate,truth-ful,and impartial,and check that their review comments relect their professional views in a complete and specif-ic way.On the premise of meeting relevant requirements,authors are encouraged to make their original data publicly available to control and prevent problems such as data contamination and falsiication.Authors should conduct a rigorous review of the data in their papers to ensure the accuracy,completeness,and reliability of the source data.The focus of the data review should include the methods of data collection and processing,the experiments,the accuracy and preci-sion of measurements,and the methods of data storage,and so forth.For research papers involving experimental process,researchers should record the experiments and the data collection process in a timely,accurate,and detailed manner to avoid errors or omissions,and submit the experimental data and process records together.4.3.3 Detection and identiication of AIGC-generated contentJournals and editors are advised to pay attention to security when using new tools to detect and identify content generated by AIGC to prevent information leakage and misuse of data.When setting up a review process for AIGC tools,in addition to developing appro-priate technologies,manual review,and automated detection,it is important to be particularly vigilant about possible false positives.The detection results should be used as an auxiliary supporting basis in a comprehensive 5.1 Case 1:Author blames ChatGPT forethics and integrity concernsCase Description:During the peer review process,the reviewers raised several concerns about the manuscript,speciically questioning whether there were misrepre-sented citations and whether non-existent sources had been cited.In the subsequent inquiry with the authors,they admitted to using ChatGPT to write the manuscript.However,they had not fact-checked the content nor veriied the sources cited by ChatGPT.Given these issues,the authors requested an opportunity to revise the manuscript,offering to remove all content generated by ChatGPT and rewrite the article.However,this request was denied for the following reasons:the authors did not disclose the use of ChatGPT in their initial submission,and they failed to fact-check all the content.All listed authors are jointly responsible for the integrity of the article,and this oversight constitutes serious academic misconduct.Consequently,the manu-script was rejected for publication.1 Retracted paper:https:/ Case 2:The Retraction of a Medical Teams PaperCase Description:On April 5,2024,a medical team published a paper in a medical journal.The study claimed that alkaline water could reduce pain and allevi-ate symptoms in patients with chronic gouty arthritis.However,just three months later,the paper was retract-ed due to multiple serious issues1.Potential Errors by the Authors:1.Use of AI-generated Content:Chart Errors:AI tools like ChatGPT were used to automatically generate images.Reviewers found errors in the number of bones depicted and meaningless labels such as chlsinkestead atlvs no active greedis and Aliainine jerve sreiter.Text Generation:The introduction was found to be 100%AI-generated,severely impacting the accuracy and professionalism of the content.2.Data and Reference Issues:Unveriiable References:Some references could not be found inPubMed or Google Scholar,questioning the 4.3.2 Submission and archiving of AIGC-related materialsResearchers are encouraged to share their research data(in certain situations),including but not limited to:original data,processed data,software,algorithms,protocols,methods,materials,etc.In particular,AIGC-generated content such as text,images,programs,and so forth,should be submitted and archived as supplementary material.evaluation together with the scope of the paper,the requirements of the journal,and the overall quality of the paper,and so forth.Researchers must provide clear disclosure and state-ment when using AIGC to generate manuscript text and other materials,otherwise it constitutes academic misconduct.For example,extracting newly generated text from AIGC and using it as manuscript content without proper citation will be considered misconduct.credibility of the study.Unreasonable Statistical Data:Commenters pointed out that some statistical analyses were impossible,and the pain score data in the tables showed signs of fabrica-tion.3.Author Identity Veriication:Non-institutional Email:The authors used an email address not afiliated with their institution,raising doubts about their identitys authenticity.Outcome:the journal issued a retraction notice,withdrawing the research paper by the team.The journal stated that the retraction was due to serious concerns about data integrity and accuracy.Additionally,the journal announced ongoing improvements to its editori-al review processes to prevent similar incidents in the future.Conclusion6Acknowledgements7Guideline on the Boundaries of AIGC Usage in Academic Publishing 2.0Case Analysis丨ConclusionCharting and Image Generation:Based on the character-istics of the data and the intended purpose,AIGC can recommend the most suitable type of statistical graph for the application scenario.This helps present statisti-cal results in a clear and effective manner,allowing researchers to convey their indings more eficiently.As a result,AIGC saves time in graph creation and enhances overall writing productivity.However,images generated from experiments such as Western blot,cell technology analysis,tissue cell staining,etc.,must be obtained through authentic experimental research and must not be directly generated by AIGC.The use of generative AI or AI-assisted tools in the production of artwork such as for graphical abstracts is also not permitted.The use of generative AI in the production of cover art may in some cases be allowed,if the author obtains prior permission from the journal editor and publisher,can demonstrate that all necessary rights have been cleared for the use of the relevant material,and ensures that there is correct content attribution.Statistical chart and diagram format processing and optimization:When processing and optimizing statisti-cal charts,researchers can use AIGC tools to help adjust chart styles according to the amount of data and speciic needs.These adjustments include,but are not limited to,adjusting font sizes,adding or modifying data annota-tions,adding legends,changing colors,etc.These optimi-zations are designed to make the charts clearer,more beautiful,and more readable and easy to understand.At the same time,researchers should ensure that when using the AIGC tool to adjust the chart,they follow the standard operation to ensure the authenticity and accuracy of the data.Image format processing and optimization:This entry covers types of images including video and animation(such as video stills),photography,scientiic diagrams,photo illustrations and other collages,as well as editorial illustrations such as drawings,cartoons,or other 2D or 3D visual representations.It is not acceptable to enhance,obscure,move,remove,or introduce a speciic feature within an image.Adjustments of brightness,contrast,or color balance are acceptable if and as long as they do not obscure or eliminate any information present in the original.Similarly,amendments such as adding legends and image annotations are also accept-able.When researchers create or change image content using AIGC tools,they are required to provide a clear description of the content that was created or altered,an explanation of how the AI or AI-assisted tools were used in the creation or alteration process,and the name of the model or tool,version and extension numbers,and manufacturer.Case Demonstration:Application of AIGC in Chart CreationExample 1:Trend Analysis Scenario:Need to show the development trend of a technology over the past decade.AIGC Application:AIGC tools can generate a line chart based on the provided data,automatically adjusting the charts axes,labels,and legends to clearly display the trend.Example 2:Categorical Data Analysis Scenario:Need to compare the market shares of different products.AIGC Application:AIGC tools can generate bar charts or pie charts based on categorical data,recommending the most suitable format for data presentation,and automatically setting chart colors and labels for easier interpretation.Example 3:Enhancing Charts in Academic Reports Scenario:Need to present research indings in an academic report,but the chart styles are not visually appealing.AIGC Application:AIGC tools can adjust the charts font size,colors,data labels,and legend positions,making the charts more attractive and easier to under-stand.Example 4:Brightness and Contrast Adjustment Scenario:Need to display photos of an excavation site,but the photos are too dark due to poor lighting conditions.AIGC Application:AIGC tools can adjust the bright-ness and contrast of the photos,making the details clear-er without losing the original information.Example 5:Annotating Medical Images Scenario:Need to present a patients medical images at a conference,highlighting some important features.AIGC Application:AIGC tools can add legends and annotations to the images,pointing out key anatomical structures or lesions to help the audience better under-stand the image content.Case Description:On April 5,2024,a medical team published a paper in a medical journal.The study claimed that alkaline water could reduce pain and allevi-ate symptoms in patients with chronic gouty arthritis.However,just three months later,the paper was retract-ed due to multiple serious issues1.Potential Errors by the Authors:1.Use of AI-generated Content:Chart Errors:AI tools like ChatGPT were used to automatically generate images.Reviewers found errors in the number of bones depicted and meaningless labels such as chlsinkestead atlvs no active greedis and Aliainine jerve sreiter.Text Generation:The introduction was found to be 100%AI-generated,severely impacting the accuracy and professionalism of the content.2.Data and Reference Issues:Unveriiable References:Some references could not be found inPubMed or Google Scholar,questioning the credibility of the study.Unreasonable Statistical Data:Commenters pointed out that some statistical analyses were impossible,and the pain score data in the tables showed signs of fabrica-tion.3.Author Identity Veriication:Non-institutional Email:The authors used an email address not afiliated with their institution,raising AIGC is an emerging concept involving multiple actors with diverse application scenarios in academic publish-ing,and there are many gray areas regarding the bound-aries of AIGC application.Institute of Scientiic and Tech-nical Information of China(ISTIC),in collaboration with international Publishers Elsevier,Springer Nature,Wiley,Taylor&Francis,Wolters Kluwer,Cambridge University Press and after seeking advice from relevant parties,proposes suggestions for the use of AIGC technology in the form of principles and behavioral framework/practice guideline to prevent academic misconduct,strengthen integrity governance,and guide stakeholders to reach a consensus on the use of AIGC.It is worth noting that the purpose of this guideline is to provide an exploratory framework for the application of AIGC technology,and there are still some more speciic and practical issues that require further research.For example,the application of AIGC technology in academic publishing involves many stakeholders,including not only the owners and users of AIGC technology develop-ment and application,but also various responsible parties in the academic publishing process such as authors,journals,editors,reviewers,disseminators,audiences,and research regulators.It is of great impor-tance to clarify the relationships between these parties,to identify key responsibilities and constraints,and to clearly deine their responsibilities.On the other hand,there is no consensus on how to deal with the misuse of AIGC technology,and it is crucial to propose suggestions 0910doubts about their identitys authenticity.Outcome:the journal issued a retraction notice,withdrawing the research paper by the team.The journal stated that the retraction was due to serious concerns about data integrity and accuracy.Additionally,the journal announced ongoing improvements to its editori-al review processes to prevent similar incidents in the future.for the proper handling of various misuses for the beneit of the implementation of responsibilities.In the second edition,we have comprehensively revised and expanded the guideline,with a core highlight being the addition of case study analysis,which aims to deepen understanding through existing practical cases.More-over,adjustments and optimizations have been made to crucial stages in the authors paper writing process,such as standardizing the production of igures and tables,as well as the writing of text,and the peer review process after submission.These changes are closely aligned with the latest developments and advancements in science and technology and academia,aimed at enhancing the practicality and forward-looking nature of the guide-lines,and assisting authors in better adapting to and leading the trends of academic research.AIGC technology and tools are still under continuous innovation and development,and the scope and behav-ioral framework of this guideline will also need to be regularly adapted to meet new challenges and address emerging issues.We actively invite all parties to provide suggestions and feedback to update this guideline on the use of AIGC in order to provide stakeholders with a more speciic and detailed practical framework for preventing academic misconduct.We are aware that individual publishers policies and practices may differ from each other,each tailored to their unique policy and business environment as well as user scenarios.Therefore,wed like to point out that this Guideline does not prevail over or replace any policies or guidance of individual publishing houses.We hope the Guideline serves as a reference tool for the research community,and we do encourage authors,editors and With the support of Department of Supervision and Scientiic Integrity of Ministry of Science and Technology of the Peoples Republic of China,this guideline is accom-plished by the team jointly set up by Institute of Scientif-ic and Technical Information of China(ISTIC),Elsevier,Springer Nature,John Wiley&Sons,Inc.(Wiley),Taylor&Francis,Wolters Kluwer and Cambridge University Press.The key contributors to this project are Dr.Wenwen ZHENG,Professor Daiqing YANG,Professor Jiping GAO and Dr.Meiling WANG from ISTIC;Ms.Xiang-ru CHEN,Mr.Daniel STUCKEY(Research Integrity&Ethics Team)and Ms.Alina Helsloot(Generative AI Team)from Elsevier;Dr.Nick CAMPBELL,Mr.Chris GRAF,Mr.Arjan GROOTENBOER,Ms.Alice HENCHLEY,Ms.Zeying HU(Maggie),Mr.Steven INCHCOOMBE,Dr.reviewers to always familiarize themselves with the polices as documented on the website of the individual publisher/journal in their work.Imogen ROSE,Mr.Henning SCHOENENBERGER,Ms.Katrin STIENEMEIER,Dr.Niels Peter THOMAS,Mr.Li ZHANG and Dr.Helena YANG from Springer Nature;Mr.Michael STREETER,Ms.Joyce GRIFFIN,Mr.David FLANAGAN and Ms.Yu Wang(Shirley)from Wiley;Dr Sabina ALAM,Dr Paolo LOMBARDI and Mr Jason HU from Taylor&Francis;Mr.Ian BURGESS and Dr.Jian LI from Wulters Kluwer;and Dr.Jennifer WRIGHT from Cambridge University Press.We would also like to express our gratitude to the experts,scholars and expe-rienced professionals from STM publishing and research management ields in China and abroad who have provided us with valuable suggestions and guidance.Guideline on the Boundaries of AIGC Usage in Academic Publishing 2.0Conclusion丨AcknowledgementsConclusion6Acknowledgements7Guideline on the Boundaries of AIGC Usage in Academic Publishing 2.0Case Analysis丨ConclusionCharting and Image Generation:Based on the character-istics of the data and the intended purpose,AIGC can recommend the most suitable type of statistical graph for the application scenario.This helps present statisti-cal results in a clear and effective manner,allowing researchers to convey their indings more eficiently.As a result,AIGC saves time in graph creation and enhances overall writing productivity.However,images generated from experiments such as Western blot,cell technology analysis,tissue cell staining,etc.,must be obtained through authentic experimental research and must not be directly generated by AIGC.The use of generative AI or AI-assisted tools in the production of artwork such as for graphical abstracts is also not permitted.The use of generative AI in the production of cover art may in some cases be allowed,if the author obtains prior permission from the journal editor and publisher,can demonstrate that all necessary rights have been cleared for the use of the relevant material,and ensures that there is correct content attribution.Statistical chart and diagram format processing and optimization:When processing and optimizing statisti-cal charts,researchers can use AIGC tools to help adjust chart styles according to the amount of data and speciic needs.These adjustments include,but are not limited to,adjusting font sizes,adding or modifying data annota-tions,adding legends,changing colors,etc.These optimi-zations are designed to make the charts clearer,more beautiful,and more readable and easy to understand.At the same time,researchers should ensure that when using the AIGC tool to adjust the chart,they follow the standard operation to ensure the authenticity and accuracy of the data.Image format processing and optimization:This entry covers types of images including video and animation(such as video stills),photography,scientiic diagrams,photo illustrations and other collages,as well as editorial illustrations such as drawings,cartoons,or other 2D or 3D visual representations.It is not acceptable to enhance,obscure,move,remove,or introduce a speciic feature within an image.Adjustments of brightness,contrast,or color balance are acceptable if and as long as they do not obscure or eliminate any information present in the original.Similarly,amendments such as adding legends and image annotations are also accept-able.When researchers create or change image content using AIGC tools,they are required to provide a clear description of the content that was created or altered,an explanation of how the AI or AI-assisted tools were used in the creation or alteration process,and the
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OCTOBER 2024THE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATIONForeword 2Executive Summary 31.Introduction 41.1 THE World University Rankings and Academic Reputation 5 Survey methodology2.Overall Ranking Performance of Chinese Mainland Universities 6 2.1 Overall ranking performance and trend 7 2.2 Metric level performance vs.global average 82.3 International co-authorship trend 93.Reputation Votes Analysis of Chinese Mainland Universities 123.1 Vote share analysis 133.2 International votes analysis 153.3 Chinese mainlands subject strength 164.Recommendations on How to Improve Reputation:18 Factors and Channels 4.1 Factors affecting reputation 194.2 Media channels affecting reputation 205.Case Studies and Recommendations 225.1 Establish your university as a thought leader 235.2 Boost global engagement through diverse efforts 255.3 Consider transnational education(TNE)partnerships 265.4 Strengthen ties with industry and government 295.5 Amplify global presence through social media,30 website and marketing materials 5.6 Develop a brand strategy 325.7 Summary of recommendations 34ContentsTHE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATION 1ForewordA robust international engagement strategy has become the critical factor for Chinese mainland universities to elevate their standing on the global stage.Chinese Mainland universities have been at the forefront of the higher education industry.In recent years,we have seen an overall increase in the number of Chinese mainland institutions participating in university rankings and being represented within the top 300 universities.This comes as a fruitful result of Chinese mainland universities efforts to enhance their global reputation.One way of measuring the impact of ongoing internationalisation efforts is through the international votes received in our Times Higher Education academic reputation survey.Gaining votes from academics based abroad is vital for further enhancing the global reputation of Chinese mainland universities.Internationalisation is ubiquitous,and the pace of global engagement around the world is accelerating.Despite notable improvements in global reputation,Chinese mainland universities cannot keep up with this pace as they still have relatively modest internationalisation efforts.In light of this current context,it is crucial that Chinese mainland universities scale in their global partnerships.In this report,we will shed light on the state of Chinese mainland universities progress in internationalisation and offer practical recommendations for robust international engagement to elevate their global reputation.Executive SummaryThe aim of this report is to evaluate the potential of Chinese mainland universities in achieving an internationally renowned status and to identify the key areas for them to enhance their global standing.The report first offers a comprehensive overview of the limited extent to which Chinese mainland universities engage in international collaborations and benchmark their performance against regional and global peers.It also considers subject-area strengths and weaknesses.The report further examines the factors influencing international academics preferences when evaluating the reputation of a university.Lastly,the report presents case studies of best practices from other universities and provides recommendations to help Chinese mainland universities build stronger international presence.Over the past few years,the number of Chinese mainland universities participating in THE World University Rankings(WUR)has increased.Additionally,there has been a notable increase in the proportion of these universities ranked within the top 300,increased from 10%in WUR 2020 to 23%in WUR 2024.In terms of the number of votes received in THEs Academic Reputation Survey,Chinese mainland universities have experienced a steady increase over the past five years,with a 7%share of votes in the WUR 2024.Moreover,Chinese mainland voters contributed to more than 18%of the total votes in WUR 2024,marking a 4%increase since WUR 2020 and surpassing the contribution from US voters.At the subject level,Chinese mainland universities have performed significantly well in the fields of Engineering and Physical Sciences.The proportion of international votes received by Chinese mainland universities is below both the global and Asias average.Increasing international votes would be key to improving reputation vote share for Chinese mainland universities.While the global and Asias average rates for international co-authorship are on an upward trajectory,Chinese mainlands rate remains relatively stagnant.Maintaining this static level could potentially result in a decline,which warrants attention from Chinese mainland universities.Enhancing collaborations can effectively increase international votes,thereby improving reputation.International voters are particularly influenced by tangible academic output such as formal publications and personal connections with the institutions they evaluate.On the other hand,domestic voters prioritise factors that reflect institutions overall prestige and impact within the academic community,such as leadership position in the field,thought leadership content,and prominent alumni or researchers.Domestic voters are predominantly influenced by social media channels such as WeChat and Weibo,while international voters are more impacted by LinkedIn,Facebook,YouTube,and X.Increasing the presence of Chinese mainland universities on these global social media platforms can effectively enhance their international reputation and outreach.Phil Baty Chief Global Affairs Officer Times Higher Education THE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATIONTHE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATION2 31.1 THE World University Rankings and Academic Reputation Survey methodologyThe Times Higher Education(THE)World University Rankings(WUR)2024 included 1,904 ranked universities across 108 countries and regions.The WUR methodology1 measures success across various categories,referred to as pillars,with more specific performance indicators called metrics.More precisely,the ranking is based on 18 performance indicators that measure an institutions performance across five areas:Teaching(the learning environment);Research environment(volume,income and reputation);Research quality(citation impact,research strength,research excellence and research influence);International outlook(staff,students and research);and Industry(income and patents).Figure 1 provides an overview of the five pillars and 18 underlying metrics of the World University Rankings.The Academic Reputation Survey(conducted annually),which underpins both teaching and research reputation from the Teaching and Research Environment pillars,was carried out by THE between October 2022 and January 2023.The survey asked academics to nominate the universities that they thought to be the most reputable for Teaching and/or Research in their respective academic fields.Academics were asked to nominate up to 15 institutions for Teaching and up to 15 institutions for Research globally.The 2023 data was then combined with the results of the 2022 survey,giving over 900,000 votes to universities,with votes coming from more than 68,000 cited academics.The survey has been run to ensure a balanced spread of responses across disciplines and countries.The Teaching and Research scores for an institution at the global level were the count of mentions they received in each category.The counts were then both weighted by subject and country to be representative of the distribution of academics globally by using data from UNESCO.11 Detailed methodology for Overall and Subject Rankings for the Times Higher Education World University Rankings 2024, 1:The five pillars and 18 metrics of the World University Rankings29.5)0%7.5%4%Teaching ReputationStudent Staff RatioDoctorate Bachelor RatioDoctorate Staff RatioInstitutional IncomeCitation ImpactResearch StrengthResearch ExcellenceResearch InfluenceInternational StudentInternationalStaffIndustry IncomePatentsInternational Co-authorshipStudyingAbroadResearchReputationResearch IncomeResearch Productivity15%5.5%5%2.5%2%2%2.5%2.5%0%5%5%5.5%4.5%2%5.5%2.5%(mean FWCI)(75th percentile FWCI)1.1 THE World University Rankings and Academic Reputation Survey methodologyIntroductionTHE World University Rankings and Academic Reputation Survey MethodologyTeachingResearch EnvironmentResearch QualityIndustryInternational OutlookTHE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATION4 5As shown in Figure 2,the number of Chinese mainland universities ranked in the WUR 2024 has overall been increasing over the past years,from 63 in WUR 2018 to 86 in WUR 2024,representing a 37%rise.This is despite having a slight decrease(-11%)in recent years between WUR 2022 and WUR 2024.The increase in the number of ranked institutions indicates a broader recognition of the improvements in Chinese mainland higher education.Figure 3 shows that the proportion of Chinese mainland universities ranked within the top 300 has been increasing over the past few years,while the proportion of universities within the 801-1200 band has been decreasing.This trend indicates an overall improvement in the quality and reputation of Chinese mainland universities.As more institutions progress into the higher-ranking tiers,it reflects significant progress in certain areas,which will be discussed in later sections of this report.In a similar vein,the decrease in the proportion of universities in the lower ranking band suggests that many Chinese mainland universities are enhancing their standards and capabilities,thereby elevating their positions in global rankings.This shift is a positive indicator of the growing competitiveness and prestige of higher education in Chinese mainland on the world stage.Overall Ranking Performance of Chinese Mainland Universities2Figure 2:Number of Chinese mainland universities ranked in THE WUR over the yearsFigure 3:Distribution of WUR rankings:Chinese mainland universities2.1 Overall ranking performance and trendDistributionof Ranking1000090P0 %0p%Ranking BandWUR 2020WUR 2021WUR 2022WUR 2023WUR 2024THE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATION6 7When comparing Chinese mainland to the global average across various metrics in all five assessment areas(Teaching,Research Environment,Research Quality,International Outlook and Industry),it is evident that,for most of these metrics,Chinese mainland is already performing at or above the global average.However,one notable exception is international co-authorship,which is significantly behind the global average,as highlighted in Figure 4.This means that while Chinese mainland is on par with global standards in many areas,it faces challenges in forming research collaborations with international partners.International co-authorship is an important indicator of a countrys integration into the global research community,facilitating the exchange of ideas,access to diverse perspectives,and the pooling of research resources.The shortfall in this area suggests that researchers in Chinese mainland might still be working to participate in international networks compared to their global counterparts,which may impact the overall innovation and reach of their academic contribution.International co-authorship is a critical factor for establishing and cementing a global reputation.Comparing Chinese mainland against the global and Asian averages,it is apparent that the gap has widened in recent years,as illustrated by Figure 5.This widening gap indicates that the pace of Chinese mainland has not kept up with that of other countries/regions,especially those in Asia,who have increased the frequency and volume of international research collaborations.The ability to co-author research with international scholars is crucial for building a global reputation,as it enhances the visibility and impact of academic work.This widening gap trend suggests that Chinese mainlands research community could seek more opportunities to engage in a more robust manner with the global academic community,and not limit the dissemination and influence of their research.This would enhance Chinese mainlands performance on the international co-authorship metric,bringing it to or above the global average,as discussed in Figure 4.2.3 International co-authorship trend 2.2 Metric level performance vs.global averageFigure 4:WUR 2024 Metric Score Comparison-Chinese mainland vs.Global AverageFigure 5:Proportion of International co-authorship:Chinese Mainland vs.Asia&Global Average0.0TeachingResearch EnviromentResearch QualityInternational OutlookIndustryChinese mainlandGlobalTeaching ReputationStudent Staff RatioDoctorate Bachelor RatioDoctorate Staff RatioInstitutional IncomeCitation ImpactResearch StrengthResearch ExcellenceResearch InfluenceInternational StudentInternational StaffIndustry IncomePatentsStudying AbroadResearch ReputationResearch IncomeResearch Productivity10.020.030.040.050.060.070.080.090.0International Co-authorshipInternationalCo-authorship20PE50%Global AverageChinese mainlandAsia AverageWUR 2020WUR 2021WUR 2022WUR 2023WUR 202441)%A0&B2A0$D4%THE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATIONTHE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATION8 9A notable overlap can be found between the countries/regions that have voted for Chinese mainland and those that have collaborated with them.With reference to Figure 6,13 out of 15 of the countries/regions that have voted for Chinese mainland,are also the same countries/regions that have co-authored with Chinese mainland.This shows a strong correlation between the proportion of international co-authorship and that of international reputation votes.Countries/regions that frequently collaborate with Chinese mainland in research projects tend to also support Chinese mainland in reputation votes.Chinese mainland universities should also note the regions that they have received significant votes from but are not currently having significant co-authorships with as well.These regions,notably,the Russian Federation and Thailand,are opportunities for Chinese mainland to engage in more co-authorships,in order to expand their share of international votes.Figure 7 shows that among the top 15 countries/regions that have co-authored with Chinese mainland,Hong Kong,Singapore,India,South Korea,Italy,the United Kingdom,and Pakistan have experienced double-digit growth rates in collaborations from 2021 to 2023.Figure 6:Top Countries/Regions Co-Authored with vs.Voted for Chinese Mainland 2019 2023Figure 7:Co-authorship Growth Rate 2021-2023Conversely,Taiwan region and the United States have seen double-digit decreases in co-authorship from 2021 to 2023.Beyond the top 15 countries/regions that have co-authored with Chinese mainland,several other countries/regions have also demonstrated significant growth in co-authorship.Notably,Malaysia,Macao,Saudi Arabia,and Turkey have growth rates exceeding 30%,as shown in Figure 8.This list highlights the key regions where Chinese mainland universities could focus their partnership efforts on.These countries have shown significant growth in co-authorship,and present prime opportunities for developing new collaborative projects.Expanding the scope and depth of international collaboration is central to the growth of international reputation votes.Figure 8:Co-authorship Growth Rate 2021-2023(Beyond top 15 countries/regions)United States40.0.05.05.00.00.0%.0!.5%7.7%6.3%5.5%4.4%4.2%3.7%2.8%2.5%2.5%2.3%1.8%1.9%1.8%1.6 .8.7.6%6.7%5.7%3.5%3.2%3.1%3.0%2.8%2.4%2.2%1.9%1.8%1.6%.0 .0 .0.0.0.0.0%5.0%5.0%0.0%0.0%Co-authorship Rate by Country/RegionVotes Share by Country/RegionUnited KingdomAustraliaHong KongCanadaGermanyJapanSingaporePakistanFranceSouth KoreaTaiwan RegionItalyIndiaNetherlandsUnited StatesJapanRussian FederationSouth KoreaTaiwan RegionGermanyFranceUnited KingdomPakistanAustraliaThailandIndiaHong KongCanadaSingaporeTop Countries/regions co-authoredwith Chinese mainland 2019-2023Top Countries/regions voted forChinese mainland 2019-2023Data Source:ScivalCommon countires/regionsHong KongSingaporeIndiaSouth KoreaItalyUnited KingdomPakistanNetherlandsAustraliaGermanyCanadaJapanFranceTaiwan RegionUnited States0.0%-10.0%-20.0.0 .00.0.0%Co-authorship Growth Rate310#%8%6%4%4%3%3%-10%-12ta Source:ScivalGrowth Rate of Co-authorship from 2021-2023Malaysia54%Macao53%Saudi Arabia46%Turkey35%Poland25%Egypt23%Thailand22%Spain20lgium18%Finland14%Switzerland12nmark12%South Africa10%THE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATIONTHE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATION10 11Reputation Votes Analysis of Chinese Mainland Universities3In THE WUR 2024,universities in Chinese mainland received 7.2%of the reputation vote share,up from 4.9%in the 2020 rankings.On the other hand,universities in the United States received 38.8%of the vote share in 2024,a decline from 45.5%in 2020.This trend indicates a shifting landscape in global academic reputation,with US institutions experiencing a decline in reputation while universities in Chinese mainland and other countries/regions are rising in global standing.Looking at the reputation votes from another perspective,it is evident that Chinese mainland voters made the largest contribution to the votes cast in the WUR 2024,increasing their share to 18.2%from 14.4%in 2020.In contrast,US voters,who were previously the largest contributors in 2020,have seen a decline in recent years,falling behind Chinese mainland.This shift reflects a notable change in the proportion of eligible and willing voters participating in the reputation survey,highlighting a growing influence of Chinese academics.Figure 9:Votes share received by countries/regions of vote institutions3.1 Vote share analysisUnitedKingdomChineseMainlandGermanyJapanFranceCanadaRussianFederationSwitzerlandAustraliaUnited States50%0%5 %05E%Votes ShareWUR 2020WUR 2024WUR 2024 votes are based on THE academic reputation survey 2022 and 2023WUR 2020 votes are based on THE academic reputation survey 2018 and 201945.58.8.7.5%4.9%7.2%3.4%4.1%4.3%4.1%2.4%2.8%2.7%2.6%2.0%2.2%1.6%2.0%1.8%2.0%Votes Share by Countries/regions of vote InstitutionsTHE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATION12 13However,there is a significant gap observed when comparing the votes that Chinese mainland universities received with the votes they cast.While Chinese mainland voters have made substantial contributions to the reputation survey,their own universities share of the votes is relatively low.This disparity highlights the considerable effort required for Chinese mainland universities to attain the global reputation level currently enjoyed by US and UK universities.Examining the voting patterns for Chinese mainland universities,the charts in Figure 12 illustrate the top 10 countries/regions that have cast votes in their favour.An interesting observation is that more than 75%of these votes originate from domestic universities.This percentage has seen a slight increase( 1.2%),rising from 76.5%in the World University Rankings(WUR)2020 to 77.7%in the WUR 2024.This indicates a growing trend of domestic support for Chinese institutions over the past few years.However,despite this increase in domestic voting,the proportion of international votes received by Chinese mainland universities is relatively low.As shown in Figure 13,among the top 10 countries and regions in terms of reputation vote received,Chinese mainlands international votes proportion is notably one of the lowest.It is below both the global average and the regional average for Asia.This suggests that while there is strong domestic support,Chinese mainland universities are still struggling to gain international recognition and support relative to their global and regional peers.Bridging this gap would help Chinese mainland universities further improve their global recognition and elevate their rankings.Figure 12:Top 10 countries/regions that have voted for Chinese mainland universities-WUR 2020 vs.WUR 2024Figure 10:Vote share cast by country/region of votersFigure 11:Votes cast vs.received by country/region3.2 International votes analysisChinese mainland universities will have to increase international votes to be more competitively positioned in the global arena.Votes Share Cast by Countries of VotersUnitedKingdomChineseMainlandGermanyJapanSouth KoreaFranceRussianFederationIndiaBrazilUnited States25%0%5 %Votes ShareWUR 2020WUR 2024WUR 2024 votes are based on THE academic reputation survey 2022 and 2023WUR 2020 votes are based on THE academic reputation survey 2018 and 201914.4.2.8.8%7.7%7.0%5.1%4.8%4.0%4.4%4.6%4.3%3.5%3.7%4.3%3.6%2.7%2.9%1.9%2.0%Votes Share by Countries/regionsUnitedKingdomChineseMainlandGermanyJapanSouth KoreaFranceRussianFederationIndiaBrazilUnited States450%0%5% 5%Votes ShareVotes castVotes receivedWUR 2024 votes are based on THE academic reputation survey 2022 and 202316.8%7.0%4.8%4.4%3.7%2.9%2.0.2%7.28.8%4.1%4.1%2.2%1.4%1.4%2.8.5%0.9%4.3%3.6%Chinese MainlandUnited StatesJapanSouth KoreaTaiwan RegionPakistanOthersRussian FederationGermanyFranceUnited KingdomWUR 2024 votes are based on THE academic reputation survey 2022 and 2023WUR 2020 votes are based on THE academic reputation survey 2018 and 2019WUR 2020 ShareWUR 2024 Share76.5w.7%THE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATIONTHE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATION14 15EngineeringPhysical SciencesLife SciencesEducationClinical and HealthLawBusiness and EconomicsComputer ScienceSocial SciencesPsychologyArts and Humanities0.0-5.05.010.015.010.89.37.36.96.64.03.60.9-0.9-2.7-3.5Source data:THE World University Ranking 2024Chinese Mainland vs.The World Subject Relative Score Difference 2024Performs Below Global AveragePerforms Above Global AverageIn terms of academic subjects,Chinese mainland universities excel in several key areas,surpassing the global average in fields such as Business and Economics,Clinical and Health,and Engineering(Figure 14).According to THE WUR 2024,Engineering stands out as the strongest subject for Chinese mainland universities,showcasing their robust capabilities and research outputs in this field.This is followed closely by Physical Sciences and Life Sciences.However,there are notable areas where Chinese mainland universities are relatively weaker compared to the global average.Subjects such as Psychology,Arts and Humanities,and Social Sciences still exhibit lower performance levels in Chinese mainland institutions.This shows that while Chinese mainland universities are making impressive strides in certain disciplines,there is still room for improvement in others.Strengthening these weaker areas could enhance the overall global standing and provide a more balanced academic portfolio.Figure 13:Proportion of international votes among top 10 countries/regions in votes received 3.3 Chinese mainlands subject strength An analysis of the distribution of reputation votes received by Chinese mainland universities across different subject levels over the past years in Figure 15 highlights some distinct trends.Notably,there has been a rapid increase in reputation votes for Engineering and Physical Sciences,which re-iterates the growing recognition in these fields.In contrast,Life Sciences,which experienced a modest increase in 2020,has since seen a decline in votes from 2021 to 2023.Figure 14:Subject-level score comparison in WUR 2024-Chinese mainland vs.Global averageFigure 15:Subject level votes share trend:2019-2023FranceSwitzerlandUnitedStatesCanadaGermanyGlobalAvg.AustraliaJapanAsiaAvg.Source data:THE Academic Reputation Survey 2022-2023RussianFederationChineseMainlandUnitedKingdom100%0 0Pp%International VotestiifdEB#%Source data:THE Academic Reputation Survey 2019-20234050% %5%0%Votes Chinese mainland universities received-Share by SubjectsVotes Share by Subject20192020202120222023EngineeringPhysical SciencesLife SciencesEducationClinical and HealthLawBusiness and EconomicsComputer ScienceSocial SciencesPsychologyArts and HumanitiesThe diagram in Figure 15 also illustrates the longstanding gap between the votes for Engineering and Physical Sciences and that for other subject areas such as Psychology,Arts and Humanities and Social Sciences.From 2019 to 2023,the vote share for these subjects have been relatively low,represented by the minimal incline in votes for such subjects over this time period.Addressing this enduring gap will support Chinese mainland universities in creating a more comprehensive academic portfolio,to serve the diverse interests of their students and the demands of their economy,thereby enhancing their overall reputation globally.THE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATIONTHE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATION16 17One of the questions in the THE Reputation Survey examines voters reasoning of voting for the institution,and Figure 16 illustrates the three-year trend of the factors influencing voters reputation votes.A key observation from the data is the increasing importance voters place on thought leadership content produced by universities.This suggests that voters are increasingly valuing the intellectual contributions and innovative ideas generated by academic institutions.In addition,the quantity and quality of formal publications by universities are also growing in importance in shaping voters perceptions.Over the past three years,the emphasis on these two factors has grown,highlighting a shift towards recognising the influence and reach of scholarly work and intellectual ideas.A deeper analysis of the reputation votes for institutions in Chinese mainland reveals a distinction between the factors influencing international and domestic voters.As shown in Figure 17,international voters place a higher importance on formal publications and interactions with academics or alumni from the institutions when voting.This suggests that international voters are particularly influenced by tangible academic output and personal connections with the institutions they evaluate.On the other hand,domestic voters prioritise factors that reflect institutions overall prestige and impact within the academic community.For example,institutions reputation for academic excellence,leadership position in the field,thought leadership content,and famous/well-known alumni or researchers.These differing priorities highlight how various factors influence voters perceptions based on their geographical and cultural contexts.Understanding these distinctions can help universities tailor their strategies to effectively engage with different audiences.Recommendations on How to Improve Reputation:Factors and Channel4Figure 16:Factors affecting voters decision 2021-20234.1 Factors affecting reputationTHE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATION18 19Another question in the THE reputation survey explores which media channels significantly influence voters decisions.As listed in Figure 18,for voters selecting institutions in Chinese mainland,the most influential media channels are academic journals,both print and digital,followed by academic network sites and university websites.In recent years,social media has also gained importance.Currently,WeChat is the most influential social media platform,with LinkedIn and YouTube also increasing in significance.When examining the differences between international and domestic voters,as shown in Figure 19,both groups show similar preferences for traditional media channels,with only minor differences in the influence of academic journals and university websites.However,there is a significant contrast in social media platform preferences.Domestic voters are predominantly influenced by WeChat and Weibo,while international voters are more impacted by LinkedIn,Facebook,YouTube,and X.Increasing the presence of Chinese mainland universities on these global social media platforms could effectively enhance their international reputation and outreach.Figure 17:Factors affecting votes for Chinese mainland institutions-International vs.DomesticFigure 19:Media channels influencing voters of Chinese mainland institutions:International vs.DomesticFigure 18:Media channels influencing voters of Chinese mainland institutions-Trends4.2 Media channels affecting reputationSocial media strategies should be tailored accordingly to the different audiences.Domestic voters prefer WeChat and Weibo,while international voters lean towards LinkedIn,Facebook,Youtube and X.Very Important%Formal publicationsOverall reputation for academic excellenceLeadership position in your own specialtyThought LeadershipLeadership position in your broader academic fieldFamous/well known alumni or researchersInteractions you have/had with academics or alumni from the institutionParticipation in joint programmes with your current or prior institutionConference proceedingsYour existing network outside your institutionThe geographical proximity of the institutionInternational votersDomestic voters71ce5QQUubDA( %8%Qn.:How important were the factors when evaluating the reputation of the institution?Source data:THE Academic Reputation Survey 2023More Influential for international votersMore influential for domestic votersSocial MediaPrint MediaDigital MediaWeChatLinkedInYoutubeWeiboXFacebookLineAcademic journalHigher education magazineUniversity specific publicationNewspaperAcademic networking siteAcademic journalWebsiteUniversity specific publicationHigher education magazineNewspaperPodcastQn.:Were any of the media channels influential when deciding which universities to vote for?20212022Yes%Source data:THE Academic Reputation Survey 2021-2023202327%9%7%6%7%1#EB!&%7%14%2puEA!%5%25%2isC!%6%2%Qn.:Were any of the media channels influential when deciding which universities to vote for?Source data:THE Academic Reputation Survey 2023Social MediaPrint MediaDigital MediaWeChatLinkedInYoutubeWeiboXFacebookLineAcademic journalHigher education magazineUniversity specific publicationNewspaperAcademic networking siteAcademic journalUniversity websiteUniversity specific publicationHigher education magazineNewspaperPodcastYes$%6%9a%2t vED !%6%2 %4%2epA6!%6%300 %0%0%International votersDomestic votersMore influential for international votersMore influential for domestic votersTHE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATIONTHE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATION20 21Case Studies and Recommendations5By establishing themselves as thought leaders,universities can increase their visibility and influence in the higher education sector.Institutions can position themselves as a credible sources through providing valuable insights,research findings,and expert opinions on relevant topics.This can be done through creating and sharing high-quality content,engaging in global conferences,and hosting events.For example,the National University of Singapore (NUS)has a dedicated web-page for thought leadership content,2 showcasing recent academic contributions of its researchers.Similarly,the university also highlights its global engagement and conferences on its news page.3 Both approaches effectively demonstrate how universities leverage thought leadership and international involvement to bolster their global standing.Figure 20:NUS thought leadership page5.1 Establish your university as a thought leader 2 https:/nus.edu.sg/thought-leadership3 https:/news.nus.edu.sg/?h=1&t=highlightsSome of the worlds leaders,and thinking leaders from the NUS and overseas,regularly gather and add to the rich diversity of thoughts and ideas on our campuses,in Singapore and across the globe.Heres what they had to share.Incorporating sustainability concerns:Introducing a new dynamic SGTI indexSpeaker.Lawrence Loh,Centre for Governance and Sustainability,NUS Business School/2 Aug 2024Thought LeadershipC A S E S T U D YTHE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATION22 23Data from our Academic Reputation Survey disclosed that interactions with voting institutions have become increasingly important to voters.A diverse array of interactions extends a universitys profile and influence.These engagements include collaboration on research projects,recruitment of international faculty and staff,and development of international programmes such as staff and student mobility.Actively engaging in global research networks and alliances is an effective way to boost global engagement as universities can forge connections with like-minded institutions,and have access to different perspectives while generating new ideas.For example,The University of Glasgow has been proactively expanding its global research network and alliances.It is the founding member of the Guild,9 and Universitas 21(U21).10 In 2019,it established the European Center for Advanced Studies(ECAS)11 with Leuphana University of Luneburg.In 2021 it joined Europes Civic University Alliance(CIVIS),12 and in 2023 it joined with partners from across Africa and Europe to form new Clusters of Research Excellence(CoRE).13 This strategic approach has opened up valuable opportunities for its researchers to exchange knowledge,develop new skills,and tackle significant universal issues together with the global academic community.By fostering these international connections,the University of Glasgow not only enriches its research environment but also boosts its rate of international collaboration and enhances its global reputation.By boosting its visibility and international research involvement,Glasgow can subsequently attract more top talent,secure more funding,and further amplify its impact on the global stage.Another way to boost engagement with international voters would be through student and staff mobility programmes.Beyond conventional semester abroad programmes,universities can also look at diversifying the portfolio of mobility programmes to include short-term opportunities(one to four weeks).According to a Universities UK report14,short term mobility has been the biggest growth area in terms of provision over the last three academic years at 69%of universities.Staff and students on outbound programmes serve as an institutions ambassador abroad.Conversely,staff and students returning from overseas programmes will carry with them the partners reputation back to their home country.4 https:/ https:/www.eaie.org/6 https:/www.nafsa.org/7 https:/www.timeshighered- https:/ https:/www.the-guild.eu/10 https:/ https:/ecas-academia.org/12 https:/civis.eu/en13 https:/www.the-guild.eu/africa-europe-core/14 chrome-extension:/efaidnbmnnnibpcajpcglclefindmkaj/https:/www.universitiesuk.ac.uk/sites/default/files/field/downloads/2022-12/Management of outward student mobility programmes in the UK.pdfAsia-Pacific Association for International Education(APAIE)4 promotes education in the Asia-Pacific region by facilitating institutional cooperation,supporting international programmes,and connecting global higher education organizations.The European Association for International Education(EAIE)5 supports the development of international education in Europe and the world,by providing a platform for collaboration,supporting students and researchers mobility,promoting best practices,and advocating for policies that enhance cross-border cooperation in higher education.NAFSA6(National Association of Foreign Student Advisers)is the Association of International Educators that promotes global learning and cross-cultural understanding by supporting professionals in international education through resources,training,advocacy,and advancing policies for international education opportunities.THE has a network of influential partners within the higher education industry.7 THE events promote industry trends and facilitate networking between higher education professionals and government agencies.These events include summits,forums,and sustainable development congresses.CACIE8 The China Annual Conference&Expo for International Education(CACIE),held annually since 2000,is a premier international education event in the Asia-Pacific region,drawing thousands of global decision-makers,influencers,and professionals.5.2 Boost global engagement through diverse effortsFigure 21:University of Glasgow global networks C A S E S T U D YChinese mainland universities can also consider profiling their research and promoting their brand at global events and conferences.Here are some examples of organisations that hold annual international events.As these events convene universities from around the world,they offer an optimal platform to be established as thought leaders in the field.THE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATIONTHE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATION24 2515 https:/www.uow.edu.au/about/global-presence/campuses-teaching-locations/16 https:/www.jcu.edu.sg/5.3 Consider transnational education(TNE)partnershipsFigure 22:University of Wollongong Australia-TNE programmesUniversities can use TNE to diversify their international partnerships,build brand and reputation abroad,as well as enhance research partnerships and talent pipeline.University of Wollongong Australia(UOW)undertakes various TNE activities,15 through its global network of campuses and partners.Beyond Australia,UOW has campuses in Dubai,Hong Kong,Malaysia,and a presence in Chinese mainland and Singapore.This global expansion provides students with opportunities to access quality education delivered by UOW outside Australia.James Cook University(JCU),a global recognized research-intensive public university in Australia,demonstrates its strong TNE efforts through its successful international branch campus in Singapore.16 As a wholly owned campus established in 2003,JCU Singapore is the only Australian public university campus officially recognised by both the Australia and Singapore government.All programmes and qualifications at JCU Singapore are fully aligned with those at the Australian campuses,and students are given the opportunity to study in both Singapore and Australia.This branch campus has strengthened JCUs research partnerships across Asia and expanded its student body to over 50 countries,fostering a rich environment for cross cultural exchange.Global Campus locationsTransnational education partnersTwinning arrangementThrough the CCNU Wollongong Joint Institute the Master of Computer Science and Master of Engineering(Telecommunications)UOW degrees are offered.UOW offers high quality degree programs in partnership SIM UOW,including courses in Computer Science,Information Sciences and Psychology.Figure 23:James Cook Universitys Singapore CampusC A S E S T U D YTHE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATIONTHE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATION26 27Figure 25:Nanyang Technological University-Industry collaborationsPartnerships with industry and government will increase the exposure and visibility of a universitys research capabilities by highlighting that a universitys research is relevant to the industrys needs and contributing to society.In addition,forging stronger ties with international companies and organisations can create opportunities for students to gain hands-on learning experience in the industry.The case study of Nanyang Technological University(NTU)21 highlights its strong emphasis on industry collaborations.Between 2018 and 2022,NTU has established and maintained robust partnerships with over 350 companies.Notable collaborations include corporate laboratories with industry leaders such as Continental,Alibaba,and Rolls-Royce.These partnerships cover a wide range of fields,including advanced materials,telecommunications,and manufacturing,effectively utilising NTUs extensive research capabilities to tackle real-world challenges and explore new opportunities to establish themselves as thought leaders in these academic fields.Moreover,NTUs initiatives,such as the Global Alliance of Industry NTU(GAIN),play a pivotal role in facilitating research between companies.GAIN provides a platform for industries to engage with NTUs network of renowned experts and cutting-edge facilities.This initiative fosters cross-collaboration and co-creation of innovative solutions,further cementing NTUs position as a central hub for industry-academia partnerships that drive technological advancement and economic growth.17 https:/www.xmu.edu.my/18 http:/www.sjtu-apgi.edu.sg/19 https:/ http:/ Strengthen ties with industry and government 21 https:/www.ntu.edu.sg/research/industry-research-collaborationsFigure 24:Xiamen University and Shanghai Jiao Tong University-TNE programmesAs illustrated by UOW and JCU,there is potential for Chinese mainland universities to engage in TNE.Leveraging their educational strengths and expanding their presence through international curriculum export can enable Chinese mainland universities to achieve greater recognition and influence on the global stage.There are already some Chinese mainland universities pursuing this strategy,such as Xiamen University,which established the first overseas campus in Sepang,Malaysia,in 2015.17 This institution offers most of the programmes available at its parent campus.With its strategic location and focus on international education,Xiamen University Malaysia is positioned to play a key role in expanding the Universitys global outreach and fostering a dynamic academic community in Southeast Asia.Shanghai Jiao Tong University also operates an international branch campus in Singapore,known as the SJTU Asia Pacific Graduate Institute.18 This campus specialises in research areas such as environmental sustainability,science,management,and offers MBA programmes.It is located in two distinct areas in Singapore:within NTU Singapores campus and within the CREATE research campus.Additionally,the SJTU Graduate Institute collaborates with NUS on many research projects through CREATE.In addition,establishing joint programmes/dual degree programmes is another way to foster collaborations and enhance global interactions.Numerous universities in Chinese mainland have already embraced these initiatives,such as Peking University,19 and Nankai-Glasgow joint graduate School.20 Universities could look to expanding these programmes into developing regions,to further enhance their global reach.C A S E S T U D YTHE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATIONTHE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATION28 295.5 Amplify global presence through social media,website and marketing materials22 https:/ 23 https:/ 26:Tsinghua University-Social media strategy24 https:/ https:/www.yonsei.ac.kr/en_sc/intro/brochures.jspAs shown in previous sections of the report,social media platforms have become increasingly influential to global academics when voting.Geographical differences influence voters choice of platform as well.Domestic Chinese voters pay more attention to WeChat,while international voters prefer platforms such as LinkedIn,Facebook and YouTube.As access to these social media platforms is restricted,it has become difficult for Chinese mainland universities to engage international audiences through these platforms.In spite of this,Tsinghua University,as shown in the case study below,has demonstrated a successful strategy to increase its global presence across these international social media platforms.22 Through the global communication office at Tsinghua,the university maintains an active presence on all global social media platforms,23 with daily updates that are consistently aligned with its official website.The office is responsible for disseminating information about the school overseas,upholding the schools image,and enhancing publicity efforts.This includes drafting and implementing plans and documents,overseeing interactions with foreign media and international partners,and managing publicity systems and content.The office also coordinates information releases,monitors public opinion related to overseas activities,and manages the overseas publicity talent team.Apart from creating a website in English,comprehensive university marketing materials in English play a crucial role in effectively broadcasting their brand and marketing content to international audiences.Yonsei University25 is a good example of effective university marketing materials.The e-brochures website offered a comprehensive overview of the institution,and featuring details on its history,academic programmes,campus facilities,and student life.These e-brochures serve as an informative and engaging resource for prospective students,parents,and other stakeholders.Another way to increase international presence is through a universitys official website.Nanjing University is scaling its international outreach through this strategy.24 A quick search of the universitys name in English,produces an English version of the website by default.The English website typically features content specifically tailored for an international audience,rather than being direct translations of the Chinese version of the website.They provide information that is more relevant and accessible to international visitors,including details on programmes,admissions procedures,campus facilities,and resources available to international students.This customisation helps universities effectively communicate their offerings and engage with prospective students and researchers from around the world.Figure 27:Nanjing University-English website C A S E S T U D YTHE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATIONTHE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATION30 31In the absence of access to international social media platforms,an alternative way to enhance global reach is by developing a strong brand that will set a university apart from the others,making them unique and memorable.A universitys brand conveys its culture,and the story it tells allows a university to emotionally connect with stakeholders.Its also important to establish a unified brand articulation,in order to maintain a cohesive and professional image that resonates with target audiences.This approach not only enhances brand recognition but also fosters trust and credibility among stakeholders,contributing to a stronger international presence and engagement.The brand articulation of City University of Hong Kong(CityUHK),26 as depicted in Figure 28,outlines CityUHKs core values,brand personality,and brand positioning.By defining these key elements,the university ensures a clear and consistent identity through all its communication channels.This approach strengthens the universitys brand presence and creates a memorable impression with audiences.Leveraging sustainability as a branding strategy can also help universities to differentiate themselves.By incorporating sustainability into both the universitys academic curriculum and marketing efforts,the institution can cultivate a distinctive sustainability-focused brand.This approach not only attracts students who prioritise environmental responsibility but also fosters strong global partnerships in sustainability.Ultimately,these initiatives contribute to enhancing the universitys global influence.For instance,the Chinese University of Hong Kong(CUHK)is the first university in Hong Kong to establish general education in SDG by launching an SDG study scheme in 2020.As depicted in Figure 29,CUHK emphasized the importance of sustainability in its 2021-2025 strategic plan.27 Further demonstrating its commitment,the university has hosted several high-profile sustainability conferences,such as cohost the Global Sustainable Development Congress in 2024.28 These initiatives enable CUHK to not only advance sustainability education and research but also enhance its global reputation,attract like-minded students and faculty,and foster influential partnerships dedicated to addressing global sustainability challenges.5.6 Develop a brand strategy 27 https:/www.cuhk.edu.hk/strategicplan/cuhk2025/assets/ebook/english/1/28 https:/www.cpr.cuhk.edu.hk/sc/press/cuhk-co-hosts-successful-the-global-sustainable-development-congress-in-bangkok-3000-sustainability-pioneers-gather-to-discuss-solutions-for-global-challenges/Figure 28:City University of Hong Kong-Brand articulationFigure 29:Chinese University of Hong Kongs 2021 2025 strategic planA Strong Brand,A Strong CityUHKOur brand is more than just a logo.It represents who we are,what we do,and how we make a difference through the professional educational programmes we offer and the groundbreaking research we carry out.The CityUHK brand reflects our core values,the dynamic nature of our people and programmes,our rising status and visionary leadership.In particular,we are a professional school excelling in professional education and research;we target research that impacts the world,especially engineering and biomedicine where our performance is among the strongest.Brand personalityAlthough a brand is obviously not a person,it can take on human attributes and develop its own distinct personality.CityUHK is not a conservative institution with a long tradition,nor do we wish to be perceived that way.We are dynamic,innovative,bold,and smart.By keeping our unique personality traits in mind every time we communicate with stakeholders,our reputation as a pioneering and vital university will continue to grow.Why a unified brand is so importantCityUHK embodies excellence,honesty,freedom of enquiry,accountability,and civility and collegiality:our core values.These values stand at the heart of everything we do at CityUHK.A strong CityUHK brand helps us communicate these values and our reputation as a centre of academic and research excellence,building a global reputation based on trust and credibility among our local,regional and international stakeholders.We can achieve this by maintaining a clear and consistent identity across all of our communications.In doing so,we eliminate any confusion about who we are,establish a stronger“brand presence”and communicate what we stand for more effectively.Building a strong brand takes time,and maintaining consistency is key.If you have questions on its applications,ways to treat our brand colours,font and the placement of our logo,please contact CIRO at cirocityu.edu.hk.Brand positioningFor students and faculty aspiring to excellence in higher education,CityUHK is committed to creating new knowledge,nurturing student talent,and cultivating cutting-edge research that will positively impact the world around us.C A S E S T U D YFive-year GoalsThe next five years is a time of transformation.CUHK aims to establish itself as the premier university embracing social responsibility for sustainable development.The CUHK community espouses the values of people,social,and environmental and economic harmonies in the pursuit of sustainable development,and it is determined to make a difference.The University has set for itself concrete sustainable development targets in alignment with the United Nations Sustainable Development Goals(SDGs),which apply to all areas of the Universitys endeavours.The SDGs are interconnected,and the progress of one goal will directly or indirectly facilitate that of the others.26 https:/www.cityu.edu.hk/ciro/CityU-brand/THE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATIONTHE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATION32 33Recommendation 1:Establish your university as a thought leaderData has shown that building thought leadership has become increasingly important for enhancing international reputation.Both domestic and international voters have indicated how these channels can value-add to a universitys global presence.Through participation in conferences,hosting of events and actively promoting thought leadership content,universities can cement their identity as leaders in their research areas of strengths.Recommendation 2:Boost global engagement through diverse effortsA diverse array of global engagement extends a universitys profile which has shown to be influential in order to garner international votes.These engagements include actively engaging in global research networks and alliances which would help universities to form connections,share different perspectives and generate new ideas.Another way to boost engagement with international voters would be through student and staff mobility programmes.Staff and students on outbound programmes serve as an institutions ambassador abroad.Conversely,staff and students returning from overseas programmes will carry with them the partners reputation back to their home country.Recommendation 3:Consider transnational education(TNE)partnershipsTNE can help universities to diversify their international partnerships,build brand and reputation abroad,as well as enhance research partnerships and talent pipeline.Various TNE models from branch campuses to joint/dual degree programmes have been shared in the case studies section.Chinese mainland universities should examine their own institutional strategy to determine the most sustainable and impactful approach.Recommendation 4:Strengthen ties with industry and governmentPartnerships with industry and government will increase the exposure and visibility of a universitys research capabilities by highlighting the relevance to industrys needs.Forging stronger ties with these organisations can also provide students with valuable hands-on opportunities that align with their academic and career aspirations.This preparation for success in an interconnected world may potentially foster prominent alumni and researchers.Famous alumni and researchers are one of the key factors influencing voters.Recommendation 5:Amplify global presence through social media,website and marketing materialsGaining traction on international social media platforms can greatly boost universities global visibility and engagement.Given the restrictions on global social media platforms in Chinese mainland,universities can establish dedicated communication teams to collaborate with overseas media agencies.These teams can then manage the universitys international publicity efforts,by disseminating information and media of the university to ensure an effective outreach effort and enhanced global presence.Universities can also upgrade their official website and marketing materials to cater to their international audience.Recommendation 6:Develop a brand strategy Its important for universities to have a clear understanding of how their audiences feel about them.In its simplest terms,a brand is what a university says it is;but reputation is what their customers say about them.Understanding any gaps between the two will help universities to define a future brand strategy.Effective university branding goes far beyond a logo,colour palette,or slogan.A brand is a universitys culture,what makes them unique,and the story that a university tells that would allow them to create an emotional connection with their stakeholders.Leveraging sustainability as a branding strategy is one way to help universities to differentiate themselves.Managing both brand and reputation is vital to an institutions continued long-term growth and success.As competition to stand out in the higher education sector continues to intensify,understanding and leveraging brand and reputation is essential.5.7 Summary of recommendations To boost the global reputation of Chinese mainland universities,a focus on internationalisation and branding is key.Several strategies can be implemented,to collectively enhance the visibility and engagement of universities on the global stage.These strategies were conceived based on the profile and preferences of international voters and have also been proven to be effective for other universities as illustrated through the case studies above.THE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND UNIVERSITIES ON BUILDING A GLOBAL REPUTATION34 35Contact usIf you would like more information on reputation and internationalisation,please contactWang Danhua,Senior Higher Education Consultant DFor further information on our consultancy services,please contact:Internationalisationand TNEBrand and ReputationDigital Maturity and TransformationCourse and PortfolioStrategic Marketing ServicesSustainabilityTHE ROAD TO WORLD CLASS:INSIGHTS FOR CHINESE MAINLAND 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2024WORKFORCE 2024 WORKFORCE 2024 WORKFORCE 2024 Find Out What People Really Think If you understand your people,you understand what drives your business.But while you might think you know what makes them tickdo you?Thats why we launched Workforce 2024,Korn Ferrys survey of professionals around the world.Its designed to answer one simple question:what do people want from work?2 fexible WORKFORCE 2024 We spoke to 10,000 professionals at all stages of their career,from entry-level to CEO,in six markets:USA,UK,Brazil,Middle East,Australia,and India.Their insights reveal a global snapshot of how people are feeling in the Americas,EMEA,and APAC.THEY TOLD US:Their top priorities when choosing a new job What keeps them in their current job What makes them want to leave a job How organizations can motivate their workforce Plus hundreds of additional insights into todays workplace WE DISCOVERED THAT THE TOP THREE DRIVERS#2FOR PEOPLE IN 2024 ARE:hours#3 high job security#1 generous salary/bonus/compensation Of course,the full picture is much more complex.Read on to fnd out what todays professionals think about the major issues afecting their working lives,from remote working to AI.working 3 3 Guest Foreword The world of work is in a state of fux the likes of which we have not seen in decades.Many of the fundamental assumptions about work and employment are being revisited,reshaped,and renegotiated.At the heart of this turbulent era is a shift in expectations between employees and their employersexpectations about where work is performed,how it is performed,and the exchange for worker efort.It is precisely during periods of change like this one that what is needed most is rich data capturing emerging patterns and trends and helping to paint a portrait of new realities at work.Korn Ferrys research is part of this efort to better understand perceptions,attitudes,and expectations about work.In doing so,the research documents important dynamics that should inform how we think about the world of work at this juncture.Ariel.C.Avgar,David M.Cohen Professor of Labor Relations at the ILR School at Cornell University WORKFORCE 2024 4 4 5Overview 6Why Do People Choose a New Job?7What Makes Them Stay in Their Current Job?9What Makes Them Want to Leave?11Deeper Insights 12Flexibility:Key Workforce Priority in 2024 13 Who wants flexitime?13 How effective are return-to-office mandates?15Salary:The Full Package 17 Whats more importantsalary or benefits?17Upskilling and Reskilling:The 2024 Trend Win-Win 19 Who is most interested in learning new skills?19 What about AI and other new technologies?21 Do people feel theyre being paid enough for their skill set?23 Who feels like theyre faking it?24Company Culture:Beyond the Buzzword 26 How important is culture?26 Are workers feeling motivated right now?27Key Takeaways 29ContentsWORKFORCE 2024 OV-ER-VIEWOVERVIEW WORKFORCE 2024 WORKFORCE 2024 Why Do People Choose a New Job?Surprisingly,salary is only the second reason most employees choose to accept a new job in 2024.The top reason is fexible working hours.This shifts slightly for the over 45s,when salary nudges into the top spot,but even then,the two are neck-and-neck.In section one below,we look at how this varies among diferent regions,genders,and age groups.7 7 8 WORKFORCE 2024 IF YOU WERE TO LOOK FOR A NEW JOB,WHAT ARE THE MOST IMPORTANT THINGS A NEW EMPLOYER/ROLE COULD OFFER YOU?*14%SHORT COMMUTE TO OFFICE GLOBAL AVERAGE:18067CG%FLEXIBLE WORKING HOURS GLOBAL AVERAGE:38%FULL-TIME IN THE OFFICE GLOBAL AVERAGE:1726ER%GENEROUS SALARY/BONUS/COMPENSATION GLOBAL AVERAGE:37%TO BE A PART OF A CULTURE AND VALUE SYSTEM THAT I RESPECT GLOBAL AVERAGE:16#(133%HIGH JOB SECURITY(I.E.,STABLE COMPANY/EMPLOYER)GLOBAL AVERAGE:30%EXCELLENT DIVERSITY AND INCLUSION WITHIN THE COMPANY GLOBAL AVERAGE:15$()% %EXCELLENT LEARNING AND DEVELOPMENT OPPORTUNITIES GLOBAL AVERAGE:27%STATUS AND RESPECT FOR MY POSITION IN THE COMPANY GLOBAL AVERAGE:15 #$%HYBRID WORKING OPTIONS GLOBAL AVERAGE:22%9%EXCELLENT SUSTAINABILITY POLICIES AND PRACTICES WITHIN THE COMPANY GLOBAL AVERAGE:15 #&%JOB IS IN FIELD/INDUSTRY THAT I LIKE GLOBAL AVERAGE:21%BRAND IS WELL-KNOWN AND RESPECTED GLOBAL AVERAGE:14%AGE RANGE 18-24 25-34 35-44 45-54 55-65 19# #$%FULL-TIME REMOTE WORKING GLOBAL AVERAGE:21%COLLEAGUES I ENJOY WORKING WITH GLOBAL AVERAGE:20%9%9%HIRING MANAGER I RESPECT AND TRUST GLOBAL AVERAGE:13%PLENTIFUL OPPORTUNITIES FOR LATERAL MOVES AND TRYING NEW THINGS GLOBAL AVERAGE:12%*Respondents were asked to select their top fve reasons 15 !$%GENEROUS NON-SALARY/BONUS/COMPENSATION BENEFITS AND REWARDS GLOBAL AVERAGE:19%7%8%8%6%6%LOW NUMBER OF RECENT LAYOFFS GLOBAL AVERAGE:7%9 WORKFORCE 2024 TOP 6 REASONS FOR STAYING What Makes People Stay in Their Current Job?Want to keep your talent happy so they wont leave?Prioritize their pay and benefts.Our respondents told us that having a generous compensation package makes them more likely to stay put.But theres more to work than money,and many other factors also play a crucial role in retention.for job and fnancial security.”is not substituting worker expectation pay suggests that the desire for fexibility expectations such as job security and The inclusion of traditional employee#3Job security#6Learning and development opportunities#5Great manager#1 Money Perks#2 Flexible hours#4 Nice colleagues Ariel.C.Avgar,David M.Cohen Professor of Labor Relations at the ILR School at Cornell University 10 2024WORKFORCE 2024 WHAT MAKES A JOB STICKY?*#5 Manager I respect and trust#10 Full-time remote working#15 Excellent diversity and inclusion within the company#1 Generous compensation#6 Excellent learning and development opportunities#11 Short commute to ofce#16 Brand is well-known and respected#2 Total fexibility of working hours#7 Clear career advance-ment opportunities and processes#12 To be a part of a culture and value system that I respect#17 Generous non-fnancial benefts#3 High job security#8 Status and respect for my position in the company#13 Full-time in the ofce#18 Low number of recent layofs#4 Colleagues I enjoy working with#9 Hybrid working options#14 Excellent sustainability policies and practices within the company*Top reasons to stay in a job(global)11 WORKFORCE 2024 WHAT MAKES PEOPLE WANT TO LEAVE?#1#2 People told us the top Low Lack of career fve drivers for quitting compensation advancement their job were:opportunities#3#4#5 Lack of Infexible working Poor company job security hours policy culture or values DEEP-ERINSIGHTS WORKFORCE 2024 DEEPER INSIGHTS 13Flexibility:The No.2 Workforce Priority in 2024Flexible hoursWe cant stress this enoughflexible working is a top priority for talent everywhere.Youll have seen this on the previous charts,where its one of the top two reasons people choose a new job and stay in their job.It is a leading factor for every age group,region,and role in the company.Sometimes money trumps it a little,but flexible hours are never far behind.Women prioritize flexible hours a little more than men,while the youngest workers care about it a bit less than their older colleaguesboth perhaps unsurprising as women and older professionals tend to have more familial responsibilities.SAID THEY WOULD STAY IN A JOB THEY HATE IF THEY HAD FLEXIBLE WORKING HOURS 60%WORKFORCE 202414*Percentage of respondents who choose flexible working as a top five reason to choose a job,stay in a job,or leave a job.FLEXIBLE WORKING HOURS AS A TOP DRIVER FOR CHOOSING A NEW JOB4738733F0333B%FLEXIBLE WORKING HOURS AS A TOP DRIVER FOR STAYING AT CURRENT COMPANY340(&1)03(3%INFLEXIBLE WORKING HOURS POLICY AS A REASON TO LEAVE A JOB27#&)&%&OJOB LEVELGENDERCOUNTRYSenior Executive Senior LeaderMid-Level LeaderIndividual Contributor (non-leader)First-Level Supervisor/ManagerMaleFemaleUSAAustraliaIndiaMiddle EastBrazilFLEXIBLE WORKING AS A TOP PRIORITY*WORKFORCE 2024UK421(75%OF PEOPLE SAID THE ABILITY TO WORK FLEXIBLY AND FROM WHEREVER THEY WANT IS CRITICALFlexible WorkplaceIf you offer flexible hours,does that mean your employees will be happy to commute to the office?Not according to our survey respondents.The ability to work from anywhere remains high on the agenda for many professionals.The issue continues to be divisive,but in 2024,more professionals want to work away from the office than want to work in the office.And bosses who enforce mandates are likely to see their top talent and potential future leaders fleeing to their competitors.WORKFORCE 2024Ariel.C.Avgar,David M.Cohen Professor of Labor Relations at the ILR School at Cornell UniversityWorkers expect more say,control,and flexibility over their work,and it is likely that this trend will only strengthen in the coming years.”1618#!%& $! ! # %! !%*Percentage of respondents who choose flexible working as a top five reason to choose a job,stay in a job,or leave a job.If you were to look for a new job,what are the most important things a new employer/role could offer you?When considering the below options,which are most likely to make you stay at your current company?When considering the below options,which are most likely to make you leave your current company?HYBRID WORKING OPTIONSHYBRID WORKING OPTIONSFULL-TIME REMOTE WORKINGFULL-TIME REMOTE WORKINGFULL-TIME IN OFFICE ATTENDANCE IS BEING MANDATEDFULL-TIME IN THE OFFICEFULL-TIME IN THE OFFICENO ALLOWANCE FOR FULL-TIME REMOTE WORKINGGLOBAL AVERAGECEOSENIOR EXECUTIVESENIOR LEADERMID-LEVEL LEADERFIRST-LEVEL SUPERVISOR/MANAGER INDIVIDUAL CONTRIBUTOR(NON-LEADER)REMOTE WORK/IN OFFICE BY JOB LEVEL*WORKFORCE 2024WORKFORCE 2024Salary:The Full PackageMake no bones about itmoney matters.But were not just talking about money.Employees are just as interested in the total package of compensation and benefits.Its the leading reason people choose to stay or leave their current company,as youll have seen in the charts on pages 10 and 11.And across the board,everyone said benefits were important.Regionally,however,respondents in the UK and Australia cared a little less about benefits than those in other regionsunsurprising,since fewer people in the UK and Australia use private health insurance compared to those in the US.The youngest employees also cared least about benefits,but they were still a priority for them.When looking at your total rewards package,its worth investigating the differences in your regions and among your target age groups to be sure youre offering what your employees and candidates want.1718 AGREE THAT ITS VITAL THAT A COMPANY UNDERSTANDS THE IMPORTANCE OF THE BENEFITS THAT COME ALONGSIDE A SALARY 81%WORKFORCE 2024 AGREE:IT IS IMPORTANT THAT A COMPANY UNDERSTANDS THE IMPORTANCE OF THE BENEFITS THAT COME ALONGSIDE A SALARY AGE 18-24 25-34 35-44 45-54 55-65 COUNTRY UK USA AUSTRALIA INDIA BRAZIL MIDDLE EAST 72wux%Upskilling and Reskilling:The 2024 Trend Win-WinWORKFORCE 2024Weve heard organizations are worried their people dont have the necessary skills to adapt to AI and other technological advancements.But our data shows people are also worried that theyll soon be replaced by AI.The good news is that many people are keen to learn,so if businesses invest in upskilling and reskilling,then everyone wins.Who Is Most Interested in Learning New Skills?People are keen to learn new skills to help them do their jobs better.In fact,67%would even stay in a job they hated if it offered them opportunities to progress and upskill quickly.However,the over-55s dont feel that theyre encouraged to learn as much as their younger counterparts.Whether this is because theyre in positions with greater responsibility so their organization struggles when they need to take time out for learningor because of age bias isnt clear.Indian respondents come out as upskill-reskill global champions,with almost 90%of them saying their companies support them with learning initiatives (vs.74%global average).19 WORKFORCE 2024 AGREE:I FEEL SUPPORTED AND ENCOURAGED TO LEARN NEW SKILLS AND WORK ON MY OWN PROFESSIONAL DEVELOPMENT 72wi-24 Age Range 25-34 35-44 45-54 55-65 77 21 What about AI and Other New Technologies?When it comes to AI and other technological advances,more than half of people under 55 are excited about the potential of how it might change the way they work.This might be because,as people believe,rightly or the previous chart shows,wrongly,that their job is the over-55s feel less likely to be replaced by AI supported than their younger in the next three years,they colleagues when it comes to are much more likely to learning and development.leave now.Or maybe its because theyre If you want to retain the least likely to see AI as a the best people in your threat to their jobs,whereas organization,then you need more than half of those to communicate with them aged 44 and under think about how AI might afect they could be replaced by AI their job.Then provide them within three years.with the tools and time to Whatever the reason,upskill or reskill to learn how the most crucial point for to use it or to move into employers is thisif your another role in the business.WORKFORCE 2024 65%OF PEOPLE UNDER 55 ARE EXCITED ABOUT EMERGING TECHNOLOGIES LIKE AI 65%BUT ONLY 39%OF THOSE OVER 55 ARE EXCITED ABOUT EMERGING TECHNOLOGIES LIKE AI 39%Employers are going to need to engage strategically with the expectation of upskilling,which has implications for work design and work practices.”Ariel.C.Avgar,David M.Cohen Professor of Labor Relations at the ILR School at Cornell University Are you planning on leaving your current role in the next three months?Im considering it and looking at options DISAGREE NEUTRALAGREE Im currently applying and/or interviewing No,not interested in moving 55.51.8B.5%NEARLY of people who fear AI will replace their job are considering or actively looking for a new job.70 36.8H.3I.2%7.7%9.2# SKILLS/COMPENSATION INSIGHTS people think theyre being paid more than their skills merit.Is this trueor could WORKFORCE 2024 Do People Feel Theyre Being Paid Enough for Their Skill Sets?Whether youve upskilled your existing talent or hired people who have the skill sets you need,remuneration will ensure you keep them.Around half of todays On the other hand,8%of 38%My company gives me a salary and benefts that are below my contribution to the company 54%My company gives me a salary and benefts that match my contribution to the company 8%employees believe their My company gives salary and benefts match me a salary andtheir skill sets.But nearly benefts that exceed 40lieve the skills they be sufering from my contribution to the company they contribute to their imposter syndrome?organizations are worth more Read on to fnd out.than theyre being paid for.And as the previous pages show,when people feel undercompensated,theyre likely to leave.23 WORKFORCE 2024of American CEOs admit they struggle with imposter syndrome71%Who Feels Like Theyre Faking It?If your people feel overwhelmed and like theyre not up to the job,something has gone wrong with your company culture,often a lack of the right training or support.If they dont believe their success is deserved or has been legitimately achieved as a result of their own efforts,they might be struggling with the dreaded imposter syndrome.Its a common phenomenon.Yet surprisingly,the people who struggle with it most are right at the top of the corporate food chain.More than 70%of American CEOs admit they struggle with imposter syndrome.Other leaders also feel this way,which might suggest that companies arent investing in the right kind of leadership coaching and trainingor that theyre promoting people without giving them the tools they need to succeed.Women are less likely than men to feel like imposters,at 44%and 49%respectively.Theres a significant geographic divide,too,with more people from India and the US struggling with imposter syndrome than their counterparts in the UK,Brazil,and Australia.2425AGREE:I HAVE IMPOSTER SYNDROME,AND IM STRETCHED BEYOND MY ABILITIESAGREE THAT THEY HAVE IMPOSTER SYNDROME AND ARE STRETCHED BEYOND THEIR ABILITIES47%WORKFORCE 202458XIEF2%SENIOR EXECUTIVECEOSENIOR LEADERMID-LEVEL LEADERFIRST-LEVEL SUPERVISOR /MANAGERINDIVIDUAL CONTRIBUTOR(NON-LEADER)IMPOSTER SYNDROME BY JOB LEVEL GLOBALLY WORKFORCE 2024 OF PEOPLE SAID CONNECTION WITH THEIR COLLEAGUES IS ONE OF THE MOST IMPORTANT THINGS ABOUT THEIR JOB 73%Company Culture:Beyond the Buzzword In news to nobody,everyone wants to work with nice colleagues,have a good manager,feel supported in their learning and development,and believe that their leaders prioritize their well-being and interest over company profts.What that boils down to is company culture.When organizations develop the right culture,all those elements fall into place.And the reverse is also true,with a toxic culture being the ffth most popular reason people would quit their job.26 27 MOTIVATION METER Company culture can afect the motivation levels of the entire workforce.To help keep track of this,were introducing the Korn Ferry Motivation Meter,a way of measuring motivation among the global workforce.For our frst Motivation Meter,we compared global levels of motivation at the beginning of 2024 with 15 years of Korn Ferry Listen benchmarking data.Overall,motivation is currently at the same level as 2023 But there are signifcant regional variations.71%WORKFORCE 2024 We useexclusivedata fromKorn Ferry Listenas a reference point to see how motivation fuctuates over time.UK workers have the lowest motivation rates compared to other countries.While historically Korn Ferry has seen lower levels of motivation for workers based in Europe compared to some other geographies,a gap of this size is surprising.In contrast,employees in the US and India are highly motivated.This is slightly higher than weve tended to see in these markets over the last fve years.If companies want their people to go above and beyond,they should do more to motivate them32%of respondents said their employer didnt motivate them to do more than was required in their role.Regionally,we saw an indication of low trust and confdence in senior leadership in the UK and Australia.Its in these markets that they also have the lowest scores for their company showing care and concern for employees,and low investment in L&D.These are areas where culture and communication play a critical role in helping people to feel a connection with their work and organizations purpose.28WORKFORCE 202460q%Global VS REGIONAL MOTIVATIONUK63%AUSTRALIAINDIABRAZILMIDDLE EAST(UAE&KSA)USA75r%MOTIVATION METER78%Key Takeaways FLEXIBILITY COMPETITIVE PAY POSITIVE COMPANY UPSKILLING CULTURE OPPORTUNITIES Flexibility,competitive pay,positive company culture,and upskilling opportunities rank highly for people at all levels,ages,genders,and regions.In 2024,if you want to fnd and keep the best talent,look at your organizations talent strategy on those top issues.29 2024 Korn Ferry.All Rights Reserved.If youd like to understand how your business fares against these global trends and to develop a future-ready workforce strategy,get in touch with Korn Ferry.Business advisors.Career makers.Korn Ferry is a global organizational consulting firm.We work with our clients to design optimal organization structures,roles,and responsibilities.We help them hire the right people and advise them on how to reward and motivate their workforce while developing professionals as they navigate and advance their careers.GET IN TOUCH
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FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT A Report by the COMMITTEE ON SCIENCE,TECHNOLOGY,ENGINEERING,and MATHEMATICS(STEM)of the NATIONAL SCIENCE&TECHNOLOGY COUNCIL November 2024 FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT ii About The White House Office of Science and Technology Policy The Office of Science and Technology Policy(OSTP)was established by the National Science and Technology Policy,Organization,and Priorities Act of 1976 to provide the President and others within the Executive Office of the President with advice on the scientific,engineering,and technological aspects of the economy,national security,homeland security,health,foreign relations,the environment,and the technological recovery and use of resources,among other topics.OSTP leads interagency science and technology policy coordination efforts,assists the Office of Management and Budget with an annual review and analysis of federal research and development in budgets,and serves as a source of scientific and technological analysis and judgment for the President with respect to major policies,plans,and programs of the federal government.More information is available at http:/www.whitehouse.gov/ostp.About The National Science and Technology Council The National Science and Technology Council(NSTC)is the principal means by which the Executive Branch coordinates science and technology policy across the diverse entities that make up the federal research and development enterprise.A primary objective of the NSTC is to ensure science and technology policy decisions and programs are consistent with the Presidents stated goals.The NSTC prepares research and development strategies that are coordinated across federal agencies aimed at accomplishing multiple national goals.The work of the NSTC is organized under committees that oversee subcommittees and working groups focused on different aspects of science and technology.More information is available at http:/www.whitehouse.gov/ostp/nstc.About the Committee on STEM The Committee on Science,Technology,Engineering,and Mathematics(CoSTEM)was first established in 2011 as the Committee on Science,Technology,Engineering,and Mathematics(STEM)Education pursuant to the requirements of Section 101 of the America COMPETES Reauthorization Act of 2010(COMPETES Act)(Pub.L.111358).In 2023,it was renamed the Committee on STEM.The Committee reviews STEM education,workforce development,and research capacity investments;coordinates investments with the Office of Management and Budget and with other offices of the Executive Office of the President throughout the federal government;and develops and implements through federal agencies a five-year strategic plan to be updated every five years.This document is the five-year strategic plan called for in the COMPETES Act.Disclaimer References in this document to any specific commercial products,publications,processes,services,manufacturers,companies,trademarks,or other proprietary information are intended to provide clarity and do not constitute an endorsement or recommendation by the U.S.government.Copyright Information This document is a work of the United States Government and is in the public domain(see 17 U.S.C.105).Subject to the stipulations below,it may be distributed and copied with acknowledgment to OSTP.Copyrights to graphics included in this document are reserved by the original copyright holders or their assignees and are used here under the Governments license and by permission.Requests to use any images must be made to the provider identified in the image credits or to OSTP if no provider is identified.Published in the United States of America,2024.FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT iii NATIONAL SCIENCE&TECHNOLOGY COUNCIL Chair Arati Prabhakar,Assistant to the President for Science and Technology;Director,OSTP Executive Director(Acting)Lisa Friedersdorf,OSTP COMMITTEE ON STEM(CoSTEM)Co-Chairs Kei Koizumi,Special Assistant to the President;Principal Deputy Director for Science,Society,and Policy,OSTP Sethuraman Panchanathan,Director,U.S.National Science Foundation(NSF)OSTP Liaison Nafeesa Owens,OSTP CoSTEM Agencies AmeriCorps U.S.Agency for International Development(USAID)U.S.Department of Agriculture(USDA)U.S.Department of Commerce(DOC)U.S.Department of Defense(DOD)U.S.Department of Education(ED)U.S.Department of Energy(DOE)U.S.Department of Health and Human Services(HHS)U.S.Department of Homeland Security(DHS)U.S.Department of the Interior(DOI)U.S.Department of Justice(DOJ)U.S.Department of Labor(DOL)U.S.Department of State(DOS)U.S.Department of Transportation(DOT)U.S.Department of Veterans Affairs(VA)U.S.Environmental Protection Agency(EPA)Institute of Museum and Library Sciences(IMLS)Office of the Director of National Intelligence(ODNI)U.S.Office of Personnel Management(OPM)National Aeronautics and Space Administration(NASA)U.S.National Science Foundation(NSF)U.S.Nuclear Regulatory Commission(NRC)Smithsonian Institution(SI)Executive Office of the President(EOP)Domestic Policy Council(DPC)Office of Management and Budget(OMB)Office of the National Cyber Director(ONCD)Office of Science and Technology Policy(OSTP)CoSTEM Members Anna Hartge,AmeriCorps Mohamed Abdel-Kader,USAID Dionne Toombs,USDA Derrick Brent,DOC Aprille Ericsson,DOD Roberto Rodriguez,ED Geraldine Geri Richmond,DOE Marie Bernard,HHS Randolph Alles,DHS David Applegate,DOI Nancy La Vigne,DOJ Manny Lamarre,DOL Allison Schwier,DOS Robert Hampshire,DOT Alison Goss Eng,EPA Cyndee Landrum,IMLS Stacey Dixon,ODNI Veronica Hinton,OPM Pamela Melroy,NASA Tuwanda Smith,NRC Ellen Stofan,SI Robert Gordon,DPC Mary Cassell,OMB FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT iv FEDERAL COORDINATION ON STEM SUBCOMMITTEE(FC-STEM)Co-Chairs James L.Moore,III,Assistant Director,Directorate for STEM Education,NSF Bindu Nair,Director of Basic Research,Office of the Under Secretary of Defense,DOD*Nafeesa Owens,Assistant Director for STEM Education and Workforce,OSTP Matthew Soldner,Acting Director,Institute of Education Sciences,ED Executive Secretaries Holly Hajare,OSTP Michael M.Rook,NSF*Additional Members of FC-STEM Leadership Team Karen Andrade,OSTP*Eve Boyle,OSTP Bryant Maldonado,OSTP FC-STEM Members Terra Wallin,AmeriCorps Emmanuella Delva,USAID Jeffrey Sallee,USDA Chivas Grannum,DOC/EDA Amanda Kosty,DOC/EDA Jacob Wildfire,DOC/EDA Janelle Johnson,DOC/NIST Davina Pruitt-Mentle,DOC/NIST Cara OMalley,DOC/NIST LaKesha Perry,DOC/NIST Louisa Koch,DOC/NOAA Jorge Valdes,DOC/USPTO Joyce Ward,DOC/USPTO Louie Lopez,DOD Julia Parakkat,DOD Emily Kuehn,DOD Evelyn Kent,DOD Mekka Smith,ED Patti Curtis,ED*Ashley Huderson,ED*Sarah Mehrotra,ED Jamila Smith,ED Joaquin Tamayo,ED*Julie Carruthers,DOE Ping Ge,DOE Melinda Higgins,DOE Betony Jones,DOE Leslie Wheelock,HHS/FDA Ericka Boone,HHS/NIH*Lisa Evans,HHS/NIH Jean Shin,HHS/NIH Marie Bernard,HHS/NIH Greg Simmons,DHS Collin Roach,DHS Craig Robinson,DOI/USGS Eleanour Snow,DOI/USGS Angela Moore,DOJ Cheryl Martin,DOL Cameron Christy,DOL Kimberly Hauge,DOL Maya Kelley,DOL*Cierra Mitchell,DOL Jenn Smith,DOL Allison Schwier,DOS Lloyd Rue,DOT Robin Kline,DOT Nicole Morant,VA*Melissa Anley-Mills,EPA Jennifer Margolies,EPA Leah Oliver,EPA*Cyndee Landrum,IMLS Laura Huerta Migus,IMLS Mike Kincaid,NASA Sylvia Butterfield,NSF Jolene Jessie,NSF*Lee Zia,NSF*Tuwanda Smith,NRC Sarah Shaffer,NRC Cynthia Snyder,ODNI Alba Nunez,OPM Makisha Brown,OPM Carol ODonnell,SI Jessica Cardichon,DPC Joanna Mikulski,DPC*Rachel West,DPC Olu Oisaghie,DPC Mi-Mi Saunders,OMB Ashley Clark,OMB*Catherine Derbes,OMB Grace Hu,OMB Yi Pei,OMB Albert Palacios,ONCD *Former,at the release time of Strategic Plan FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT vi STRATEGIC PLAN WRITING TEAM MEMBERS Jeffrey Sallee,USDA Cara OMalley,DOC/NIST LaKesha Perry,DOC/NIST Davina Pruitt-Mentle,DOC/NIST Kara Robinson,DOC/NIST John Baek,DOC/NOAA Richard Grant,DOC/NOAA Louisa Koch,DOC/NOAA Victoria Luu,DOC/NOAA John McLaughlin,DOC/NOAA Andrea Sassard,DOC/NOAA Natasha White,DOC/NOAA Maggie Dressel,DOC/USPTO Reginald Duncan,DOC/USPTO Calvin Hewitt,DOC/USPTO Anne Kozak,DOC/USPTO Kathleen Lanman,DOC/USPTO Sid Rosenzweig,DOC/USPTO Jorge Valdes,DOC/USPTO Juan Valentin,DOC/USPTO Joyce Ward,DOC/USPTO Corrine Beach,DOD Rebecca Grella,DOD Emily Kuehn,DOD Louie Lopez,DOD Diann McCants,DOD Nicole Racine,DOD Shanni Silberberg,DOD Gail Webster,DOD Jessica White,DOD Sarah Brasiel,ED Christina Chhin,ED Patti Curtis,ED Kortne Edogun,ED Erin Higgins,ED Jim Means,ED Amanda Miller,ED Matt Nosanchuk,ED Julie Carruthers,DOE Kelly Day,DOE Ping Ge,DOE Melinda Higgins,DOE Igor Slowing,DOE Lisa Evans,HHS/NIH Paula Goodwin,HHS/NIH Tony Beck,HHS/NIH Rosalina Bray,HHS/NIH Heather Lawson,HHS James Hicks,DHS Jerryl Bennett,HUD Eleanour Snow,DOI/USGS Angela Moore,DOJ Lucas Arbulu,DOL Cheryl Martin,DOL Hughes McLean,DOL Melissa Anley-Mills,EPA Ginger Potter,EPA Eric Atilano,NASA Diane DeTroye,NASA Susan Poland,NASA Tara Strang,NASA Luis Cubano,NSF Christine Delahanty,NSF Bonnie Green,NSF Alfred Hall,NSF Deena Khalil,NSF Christi Lockard,NSF Sarah-Kay McDonald,NSF Jennifer Noll,NSF Patrice Waller,NSF Amy DAmico,SI Eileen Graham,SI Carol ODonnell,SI Ashley Clark,OMB Catherine Derbes,OMB Karen Andrade,OSTP Judy Brewer,OSTP Eve Boyle,OSTP Holly Hajare,OSTP Erica Kimmerling,OSTP Bryant Maldonado,OSTP Simon Nakajima,OSTP Nafeesa Owens,OSTP(Lead)Adam Politis,OSTP Acknowledgements OSTP would like to thank the Institute for Defense Analysis(IDA)Science and Technology Policy Institute(STPI)teamThomas Olszewski,Carly Cox,Matthew Diasio,Vernon Dunn,Rebecca Miller,and Kush Patelfor their contributions to the development of this strategic plan.FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT ix Table of Contents Abbreviations and Acronyms.x Executive Summary.1 Introduction.3 A Vision for STEM in America.3 Developing a New Federal Strategic Plan.5 Congressional Priorities Guiding a New Plan.5 Voices from Across America Informing a New Plan.5 Executive Priorities Uplifting a New Plan.6 A Federal Strategy for the Next Five Years.9 Principles Necessary for Carrying Out National Imperative.12 Principle:Access and Opportunity.12 Principle:Partnerships and Ecosystem Development.13 Principle:Transparency and Accountability.14 Pillars Necessary for Carrying Out National Imperative.15 1.Pillar:STEM Engagement.15 1.1 Objective:Engaging Youth and Families and Increasing Inspiration in STEM.16 1.2 Objective:Engaging Communities and Increasing Participation in STEM.17 1.3 Objective:Engaging the Public and Building STEM Literacy.19 2.Pillar:STEM Teaching and Learning.22 2.1 Objective:Educating Pre-K12 Learners.22 2.2 Objective:Educating Undergraduate and Graduate Learners.25 2.3 Objective:Training STEM Educators.27 3.Pillar:STEM Workforce.30 3.1 Objective:Training and Recruiting a Federal STEM Workforce.30 3.2 Objective:Training and Recruiting a National STEM Workforce.32 3.3 Objective:Cultivating a Global STEM Workforce Nationally and a National STEM Workforce Globally.35 4.Pillar:STEM Research and Innovation Capacity.37 4.1 Objective:Advancing STEM Education Research.37 4.2 Objective:Advancing STEM Research Capacity.38 4.3 Objective:Building STEM Innovation Capacity.40 5.Pillar:STEM Environments.42 5.1 Objective:Removing Barriers and Supporting Career Trajectories in STEM Learning Environments.42 5.2 Objective:Removing Barriers and Supporting Career Flexibilities in STEM Working Environments.44 5.3 Objective:Removing Barriers and Promoting Safe STEM Research Environments.46 A Coordinated Federal Approach to Implementation.49 Federal Implementation Plan.49 Coordinated Federal Approaches around Principles.49 Coordinated Federal Approaches around Pillars.51 Conclusion.52 Appendix.53 Appendix A:Definition of a CoSTEM Investment.53 Appendix B:Federal Agency Alignment to Federal Strategic Plan.55 FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT x Abbreviations and Acronyms1 AI Artificial Intelligence CoSTEM Committee on STEM CHIPS Creating Helpful Incentives to Produce Semiconductors(CHIPS)and Science Act of 2022 COMPETES America Creating Opportunities to Meaningfully Promote Excellence in Technology,Education,and Science(COMPETES)Reauthorization Act of 2010 EDA DOC Economic Development Administration ERIs Emerging Research Institutions EPSCoR Established Program to Stimulate Competitive Research FDA HHS Food and Drug Administration HBCUs Historically Black Colleges and Universities HSIs Hispanic-Serving Institutions IP Intellectual Property IWG Interagency Working Group MSIs Minority-Serving Institutions NAEP National Assessment of Educational Progress NIH HHS National Institutes of Health NIST DOC National Institute of Standards and Technology NOAA DOC National Oceanic and Atmospheric Administration NSTC National Science and Technology Council R&D Research and Development STEM Science,Technology,Engineering,and Mathematics TCUs Tribal Colleges and Universities USGS DOI United States Geological Survey USPTO DOC United States Patent and Trademark Office 1 See the list of CoSTEM agencies(p.iii)for the acronyms of federal agency names.FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 1 Executive Summary Fostering the capabilities of learners,workers,educators,researchers,mentors,innovators,and community membersor STEM talentacross the country is critical both to enable all individuals to achieve their own aspirations in STEM fields and careers and to ready the nation to pursue new opportunities.Individuals,families,communities,educational and academic institutions,industry,nonprofit and philanthropic organizations,and government must all work together to advance STEM education and to engage and expand the nations STEM talent.The National Science and Technology Council(NSTC)Committee on STEM(CoSTEM),and its constituent federal research and science agencies,play a key role in coordinating,developing,and guiding federal STEM education and talent development.This document presents a plan for how the federal STEM community can advance STEM education and grow and develop STEM talent throughout the nation.The plans three cross-cutting principles serve as a framework for the national STEM community to contribute to this strategys success.The principles recognize that:Access and opportunity for all can only be achieved if the country acknowledges and takes action in ways that are consistent with the values of serving each and every individual,from every community,all across the nation.The federal government alone cannot produce the STEM talent needed for the entire country.Multi-agency and multi-sector partnerships and ecosystem development,including with international counterparts,are necessary to achieve a vision for STEM in America.Collaboration,coordination,and advancement of federal efforts require transparency and accountability.Being transparent about federal actions and progress,promoting accountability within the federal government,and sharing knowledge and resources enable the nation to achieve more collectively.In tandem with these principles,this plan pursues progress on five interdependent pillars to advance STEM education and cultivate STEM talent across the nation:STEM Engagement:Addresses the need to engage learners of all ages,their families and communities,and the entire STEM ecosystem.Objectives aim to foster youth,community,and public engagement that support inspiration and belonging,connect research and practice,and build STEM skills and STEM literacy for lifelong learning.STEM Teaching and Learning:Addresses the need to end disparities in educational outcomes by effectively preparing learners of all ages and developing a STEM teacher workforce at all educational levels.Objectives aim to improve the opportunities and outcomes for learners and educators in and across all STEM disciplines.STEM Workforce:Addresses the need to build an agile federal and national workforce with the STEM skills and expertise to meet critical and emerging scientific and technological needs facing the nation,which includes tackling global challenges with consideration of international talent needs.Objectives aim to support the training and recruitment of the nations federal and national STEM workforce while cultivating global talent mobility and opportunity.STEM Research and Innovation Capacity:Addresses the need to advance research related to teaching and learning in STEM fields and expand research and innovation capacity to individuals,communities,and institutions.Objectives aim to drive cutting-edge STEM education research FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 2 and innovation,build and advance STEM research capacity,and cultivate innovation and entrepreneurial talent development.STEM Environments:Addresses the need to remove barriers that prevent STEM learners,researchers,and workers from remaining in STEM fields and careers.Objectives aim to remove barriers to participation and retention by supporting research career trajectories in STEM learning environments,enhancing career flexibilities in STEM working environments,and promoting safe STEM research environments.By organizing federal efforts around five major interdependent pillars and three cross-cutting principles,this strategic plan provides a framework for cultivating the full continuum of STEM education and talent development as a national priority.Innovative and inclusive agency programs and policies,multi-agency initiatives,and new partnerships will be required to make meaningful progress toward this plans objectives.This five-year strategic plan on STEM guides how the government,in coordination with multi-sector partners throughout the STEM ecosystem,aim to prepare the nation to be inspired,to teach and to learn,to be trained and recruited,to discover and innovate,and to remove barriers to retention within and across STEM learning,working,and research settings.FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 3 Introduction Today,the possibilities across STEM are endless.The United States is the global leader in basic research,with increases in funding from business and the federal government over the past decade.2 Advances in fields like artificial intelligence(AI)and biotechnology are creating more opportunities for discovery and innovation.The number of workers in STEM occupations is on the rise and is expected to continue to increase in the years to come.3 Leveraging all of this growth is key to ensuring the prosperity,security,and health of the nation.To reach the nations greatest potential,the United States must draw on its richest resourceits people.Fostering the capabilities of learners,workers,educators,researchers,mentors,innovators,and community membersor STEM talentacross the country is critical both to ready the nation to pursue new opportunities and to enable all individuals to achieve their own aspirations in STEM fields and careers.Government,educational and academic institutions,industry,nonprofit and philanthropic organizations,individuals,families,and communities must all work together to advance STEM education and cultivate the nations STEM talent.A Vision for STEM in America The United States will inspire,educate,train,and innovate in STEM fields and STEM careers,so that through unparalleled access and opportunity,the nation can leverage the full potential of its STEM talent and ensure the countrys national security,economic prosperity,and global competitiveness.The national STEM ecosystem4 works best when everyone is able to participate in it and benefit from it.Tackling the great challenges of our timefrom combating the climate crisis,to realizing the benefits of AI while managing its risks,to improving health outcomes for allrequires the contributions of people of all backgrounds.However,barriers continue to stand in the way of equitable access to STEM opportunities and participation.5 Nurturing STEM abilities in all individuals,regardless of their career paths,is essential.STEM skills and STEM literacy are increasingly vital to everyday life,as they support informed personal and community decision making on matters ranging from health and finances to privacy and environmental stewardship.Ending disparities in educational outcomes,by striving for all students to meet or exceed 2 U.S.National Science Foundation.2024.National Science Board.Talent is the Treasure.https:/www.nsf.gov/nsb/publications/2024/2024_policy_brief.pdf 3 U.S.National Science Foundation.2024.National Science Board.The STEM Labor Force:Scientists,Engineers,and Technical Workers.Science and Engineering Indicators 2024.NSB-2024-5.https:/ncses.nsf.gov/pubs/nsb20245/4 STEM ecosystem:a local,regional,or statewide network,consortium,or multi-sector partnership,which may be led or co-led by a nonprofit organizational entity,that is operating with the goal of supporting participation in STEM study,activities,and career pathways.Derived from CoSTEMs definition of STEM education ecosystems:STEM education ecosystems consist of multi-sector partners united by a collective vision of supporting participation in STEM through the creation of accessible,inclusive STEM learning opportunities spanning all education stages and career pathways.A STEM education ecosystem continuously evaluates its activities and adapts as needed,plans for the long-term,and communicates its work to build broad support and advance best practices.https:/www.congress.gov/117/plaws/publ167/PLAW-117publ167.pdf.5 https:/www.whitehouse.gov/ostp/news-updates/2022/12/12/equity-and-excellence-a-vision-to-transform-and-enhance-the-u-s-stemm-ecosystem/FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 4 grade level achievement outcomes,will facilitate tapping into and preparing talent from all across the nation.Ensuring the science and technologies of the future aim to benefit all of society in ways that are safe,secure,ethical,and responsible will further attract talent.Leveraging our countrys greatest assetits people,STEM talentis key to creating more effective solutions for a sustainable future.Broader participation in STEM fosters closer alignment between societal needs and research,enhances public understanding and trust in science,facilitates uptake of research results throughout society,and supports evidence-based policymaking.As participation in STEM expands,so does the opportunity to leverage STEM to improve lives.A country with a STEM-engaged public and a strong STEM workforceinclusive of people from all education levels,such as skilled technical workerscan produce ground-breaking ideas,drive cutting-edge research,and bridge the gap between theoretical advancements and real-world practical solutions so that all people can benefit from research and development(R&D)investments.Agencies across the federal government are united in their commitment to developing STEM talent so that all individuals and communities can grow,aspire,and thrive,allowing the United States to reach its full potential.With this commitment comes action to address persistent inequities in access to learning and research opportunities as well as to the benefits derived from innovations and advanced technologies.This document establishes a federal plan for how the federal government,in coordination with multi-sector partners throughout the STEM ecosystem,aims to prepare the nations talent to be inspired and connected(STEM engagement);to learn and teach(STEM teaching and learning);to be trained and recruited(STEM workforce);to discover and innovate(STEM research and innovation capacity);and to thrive in learning,working,and research settings(STEM environments)across the country.FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 5 Developing a New Federal Strategic Plan Congressional Priorities Guiding a New Plan This federal five-year strategic plan reflects several Congressional mandates,including the America Creating Opportunities to Meaningfully Promote Excellence in Technology,Education,and Science(COMPETES)Reauthorization Act of 2010;6 the American Innovation and Competitiveness Act of 2017;7 the Supporting Veterans in STEM Careers Act of 2020;8 and the Creating Helpful Incentives to Produce Semiconductors(CHIPS)and Science Act of 2022.9 The America COMPETES Reauthorization Act of 2010 originally charged OSTP with establishing a committee under the NSTC to coordinate federal programs and activities in support of STEM education.In 2011,OSTP established the Committee on STEM Education to fulfill this requirement.This plan fulfills CoSTEMs requirement to issue a five-year strategic plan once every five years.This plan advances the work beyond the two previous strategic plans,the Federal STEM Education 5-Year Strategic Plan10 and Charting a Course for Success:Americas Strategy for STEM Education.11 More recently,the CHIPS and Science Act of 2022 called on CoSTEM and/or federal agencies to address STEM issues historically considered outside of CoSTEMs original tasking,such as reducing the prevalence of sex-based harassment and sexual harassment in research environments,improving agency policies for STEM researchers who have caregiving responsibilities,and enhancing the research capacity of minority-serving institutions(MSIs)12 and/or emerging research institutions(ERIs).13 In 2023,the Committee on STEM Education was renamed the Committee on STEM,and this plan aims to support these newer legislated priorities to further develop STEM talent.Voices from Across America Informing a New Plan Given that this strategic plan will serve the American people,it is essential that they see themselves reflected in it.Enabling early and consistent public participation and community engagement in government14 is important.For this reason,the development of this strategic plan included an unprecedented amount of Tribal and public engagement.It started with the American Innovation and Competitiveness Act of 2017 and the establishment of the STEM Education Advisory Panel,15 who 6 https:/www.congress.gov/111/plaws/publ358/PLAW-111publ358.pdf 7 https:/www.congress.gov/114/statute/STATUTE-130/STATUTE-130-Pg2969.pdf 8 https:/www.congress.gov/116/plaws/publ115/PLAW-116publ115.pdf 9 https:/www.congress.gov/117/plaws/publ167/PLAW-117publ167.pdf 10 https:/obamawhitehouse.archives.gov/sites/default/files/microsites/ostp/stem_stratplan_2013.pdf 11 https:/trumpwhitehouse.archives.gov/wp-content/uploads/2018/12/STEM-Education-Strategic-Plan-2018.pdf 12 Minority-serving Institutions:Institutions of higher education that serve minority students,which are either statutorily defined based on their historical designation,such as Historically Black Colleges and Universities(HBCUs)and Tribal Colleges and Universities/Tribally Controlled Colleges and Universities(TCUs/TCCUs),or designated based on enrollment of minority students,which includes Hispanic-Serving Institutions(HSIs),Asian American and Native American Pacific Islander Serving Institutions(AANAPISIs),Alaska Native and Native Hawaiian Serving Institutions(ANNHs),Native American Serving Non-Tribal Institutions(NASNTIs),and Predominantly Black Institutions(PBIs).https:/crsreports.congress.gov/product/pdf/R/R43237 13 Emerging Research Institution(ERI):Institutions of higher education with an established undergraduate or graduate program that has less than$50,000,000 in federal research expenditures.https:/www.congress.gov/117/plaws/publ167/PLAW-117publ167.pdf 14 https:/www.whitehouse.gov/wp-content/uploads/2023/07/Broadening-Public-Participation-and-Community-Engagement-in-the-Regulatory-Process.pdf 15 https:/www.nsf.gov/news/news_summ.jsp?cntn_id=295999 FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 6 advised and assessed CoSTEM efforts to carry out the previous strategic plans and guided discussions in 2021 and 2022 around the development of the new strategic plan.Additional public engagement activities occurred in 2023 with a series of listening sessions,16 meetings,and roundtable discussions.Listening sessions were attended by nonprofit STEM organizations,philanthropic organizations,university professors and administrators,students,teachers,parents,labor unions,Tribal community members,and other interested individuals.Meetings were also offered which allowed organizations and individuals more time to communicate the challenges they face and share how the federal government is uniquely positioned to address their concerns.Over 20 meetings were held,with attendees from universities,nonprofit groups,and state governments.CoSTEM also co-hosted with federal agencies over 10 roundtable discussions with subject matter experts from outside the federal government invited to present and discuss specific topics such as disability and accessibility in the STEM workforce,the emerging role of AI in STEM education,emerging issues in entrepreneurial and intellectual property(IP)17 education,and more.The roundtable discussions centered around perspectives,challenges,needs,and proven solutions in various sectors of the broader STEM ecosystem.Most importantly,the panelists discussed how the federal government and this strategic plan could potentially meet those challenges and implement lasting and impactful solutions.Over 1,300 individuals were involved in CoSTEMs engagement activities to inform the development of this strategic plan.By incorporating essential voices from across the STEM ecosystem,this strategic plan aims to be inclusive and representative of the STEM challenges and opportunities faced across the nation.Engaging with the public has illuminated the opportunities the federal government has to strengthen STEM engagement,education,workforce,research,and innovation for all.Executive Priorities Uplifting a New Plan This federal strategic plan leverages priorities of the Biden-Harris Administration that promote the advancement of and equitable access to education and workforce opportunities for all across the nation,such as:Efforts strengthening the teaching profession18 Pledging to support education and job training programs that can provide people across the country with the skills to safely interact with emergent technologies like AI and access the opportunities that AI creates.19 Releasing a comprehensive approach aimed at addressing both immediate and long-term cyber workforce needs and focusing on empowering and educating individuals across the nation to pursue career paths in cyber-related professions or technologies.20 16 https:/www.whitehouse.gov/ostp/news-updates/2023/03/31/readout-from-ostps-public-listening-sessions-in-support-of-the-next-federal-stem-strategic-plan/17 Intellectual Property:IP refers to creations of the mind,such as inventions;literary and artistic works;designs;and symbols,names and images used in commerce.IP is protected by law,for example,patents,copyright and trademarks,which enable people to earn recognition or financial benefit from what they invent or create.https:/www.wipo.int/about-ip/en/18 https:/www.whitehouse.gov/briefing-room/statements-releases/2024/05/02/fact-sheet-biden-harris-administration-announces-new-actions-to-support-and-strengthen-the-teaching-profession/19 https:/www.whitehouse.gov/briefing-room/presidential-actions/2023/10/30/executive-order-on-the-safe-secure-and-trustworthy-development-and-use-of-artificial-intelligence/20 https:/www.whitehouse.gov/wp-content/uploads/2023/07/NCWES-2023.07.31.pdf FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 7 Issuing executive orders directing federal agencies to create and implement:equity action plans that expand investments in,and support for,underserved communities21 across numerous areas including in pre-K through postsecondary education;plans for advancing equality for lesbian,gay,bisexual,transgender,queer,and intersex(LGBTQI )individuals,and advancing gender equity;and strategies for tackling the climate crisis.22 Strengthening accessibility of facilities,information and communication technology,programs,and services by issuing an executive order,23 an Office of Management and Budget memo,24 and Department of Justice regulations on web and mobile accessibility.25 Providing historic levels of support for historically Black colleges and universities(HBCUs)via the American Rescue Plan,grant funding,debt relief,and by re-establishing the White House Initiative on Advancing Educational Equity,Excellence,and Economic Opportunity through HBCUs.26 Re-establishing the White House Initiative on Asian Americans,Native Hawaiians,and Pacific Islanders,with a charge to end disparities in educational outcomes for youth and students in these communities and address barriers to learning.27 Establishing the White House Initiatives on Advancing Educational Equity,Excellence,and Economic Opportunity for Hispanics,28 for Black Americans,29 and for Native Americans,30 including efforts to strengthen Tribal colleges and universities(TCUs).21 Underserved Communities:The term refers to populations sharing a particular characteristic,as well as geographic communities,who have been systematically denied a full opportunity to participate in aspects of economic,social,and civic life.In the context of the federal workforce,this term includes individuals who belong to communities of color,such as Black and African American,Hispanic and Latino,Native American,Alaska Native and Indigenous,Asian American,Native Hawaiian and Pacific Islander,Middle Eastern,and North African persons.It also includes individuals who belong to communities that face discrimination based on sex,sexual orientation,and gender identity(including lesbian,gay,bisexual,transgender,queer,gender non-conforming,and non-binary(LGBTQ )persons);persons who face discrimination based on pregnancy or pregnancy-related conditions;parents;and caregivers.It also includes individuals who belong to communities that face discrimination based on their religion or disability;first-generation professionals or first-generation college students;individuals with limited English proficiency;immigrants;individuals who belong to communities that may face employment barriers based on older age or former incarceration;persons who live in rural areas;veterans and military spouses;and persons otherwise adversely affected by persistent poverty,discrimination,or inequality.Individuals may belong to more than one underserved community and face intersecting barriers.https:/www.whitehouse.gov/briefing-room/presidential-actions/2021/06/25/executive-order-on-diversity-equity-inclusion-and-accessibility-in-the-federal-workforce/22 https:/www.whitehouse.gov/equity/;https:/www.whitehouse.gov/briefing-room/presidential-actions/2021/06/25/executive-order-on-diversity-equity-inclusion-and-accessibility-in-the-federal-workforce/23 https:/www.whitehouse.gov/briefing-room/presidential-actions/2021/06/25/executive-order-on-diversity-equity-inclusion-and-accessibility-in-the-federal-workforce/24 https:/www.whitehouse.gov/omb/management/ofcio/m-24-08-strengthening-digital-accessibility-and-the-management-of-section-508-of-the-rehabilitation-act/25 https:/www.ada.gov/assets/pdfs/web-accessibility-NPRM.pdf 26 https:/www.whitehouse.gov/briefing-room/statements-releases/2021/12/17/fact-sheet-the-biden-harris-administrations-historic-investments-and-support-for-historically-black-colleges-and-universities/27 https:/www.whitehouse.gov/briefing-room/presidential-actions/2021/05/28/executive-order-on-advancing-equity-justice-and-opportunity-for-asian-americans-native-hawaiians-and-pacific-islanders/28 https:/www.whitehouse.gov/briefing-room/presidential-actions/2021/09/13/executive-order-on-white-house-initiative-on-advancing-educational-equity-excellence-and-economic-opportunity-for-hispanics/29 https:/www.whitehouse.gov/briefing-room/presidential-actions/2021/10/19/executive-order-on-white-house-initiative-on-advancing-educational-equity-excellence-and-economic-opportunity-for-black-americans 30 https:/www.whitehouse.gov/briefing-room/presidential-actions/2021/10/11/executive-order-on-the-white-house-initiative-on-advancing-educational-equity-excellence-and-economic-opportunity-for-native-americans-and-strengthening-tribal-colleges-and-universities/FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 8 Establishing the White House Initiative on Advancing Educational Equity,Excellence,and Economic Opportunity Through Hispanic-serving institutions(HSIs),with the goal of strengthening the capacity of HSIs to provide a high-quality education to their students and increasing opportunities for these institutions to participate in federal programs.31 Launching the American Climate Corps to support skills-based training and career development in the growing STEM fields of clean energy,conservation,and climate resilience.32 Establishing new Workforce Hubs to stimulate workforce development in semiconductor manufacturing and other areas,33 investing in STEM workforce development at community colleges via programs like the Department of Labors Strengthening Community Colleges Training Grants34 and the Department of Commerces Tech Hubs,35 and establishing Regional Innovation Engines to grow the workforce in fields like clean energy and climate-resilient agriculture.36 Strengthening the nations commitment to welcoming and retaining global talent that has long provided America with a global competitive advantage.37 Creating a coordinated national approach to international education,including study in the United States by international students,researchers,and scholars;study abroad for Americans;international research collaboration;and the internationalization of U.S.campuses and classrooms.38 Convening government and academic leaders to share strategies for preventing and reducing harassment,including in isolated scientific research environments.39 These actions reflect the Biden-Harris Administrations multifaceted commitment to advancing education and cultivating the nations talent.31 https:/www.whitehouse.gov/briefing-room/presidential-actions/2024/07/17/executive-order-on-white-house-initiative-on-advancing-educational-equity-excellence-and-economic-opportunity-through-hispanic-serving-institutions/32 https:/www.whitehouse.gov/briefing-room/statements-releases/2023/09/20/fact-sheet-biden-harris-administration-launches-american-climate-corps-to-train-young-people-in-clean-energy-conservation-and-climate-resilience-skills-create-good-paying-jobs-and-tackle-the-clima/33 https:/www.whitehouse.gov/briefing-room/statements-releases/2024/04/25/fact-sheet-president-biden-announces-new-workforce-hubs-to-train-and-connect-american-workers-to-good-jobs-created-by-the-presidents-investing-in-america-agenda 34 https:/www.dol.gov/agencies/eta/skills-training-grants/scc 35 https:/www.whitehouse.gov/briefing-room/statements-releases/2024/02/06/readout-of-white-house-convening-with-community-college-presidents-and-provosts/36 https:/www.whitehouse.gov/briefing-room/statements-releases/2024/01/29/fact-sheet-biden-harris-administration-announces-innovation-engines-awards-catalyzing-more-than-530-million-to-boost-economic-growth-and-innovation-in-communities-across-america/37 https:/www.whitehouse.gov/briefing-room/statements-releases/2022/01/21/fact-sheet-biden-harris-administration-actions-to-attract-stem-talent-and-strengthen-our-economy-and-competitiveness/38 https:/educationusa.state.gov/sites/default/files/intl_ed_joint_statement.pdf 39 https:/www.whitehouse.gov/ostp/news-updates/2022/11/18/readout-of-the-national-science-and-technology-council-roundtable-on-preventing-harassment-in-isolated-scientific-research-environments/FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 9 A Federal Strategy for the Next Five Years To strengthen and advance the nations ability to harness the power of science,technology,and innovation,and to increase public literacy in STEM topics,CoSTEM has developed this new federal five-year strategic plan for advancing STEM education and cultivating STEM talent.Underpinning this plan are three cross-cutting principles essential for advancing STEM education and cultivating STEM talent:Access and opportunity for all can only be achieved if the country acknowledges and takes action in ways that are consistent with the values of serving each and every individual,from every community,all across the nation.40 The federal government alone cannot produce the STEM talent needed for the entire country.Multi-agency and multi-sector partnerships41 and ecosystem development,including international counterparts,are necessary for achieving the national vision.Collaboration,coordination,and advancing federal efforts require transparency and accountability.Being transparent about federal actions and progress,promoting accountability within the federal government,and sharing the knowledge and the resources the government develops along the way helps the nation benefit and achieve more collectively than individually.In tandem with these principles,this plan pursues progress on five interdependent pillars necessary to advance STEM education and cultivate STEM talent across the nation:STEM Engagement:Foster youth,community,and public engagement that supports inspiration and belonging,connects research and practice,and builds STEM literacy and lifelong learning.STEM Teaching and Learning:Improve the opportunities and outcomes for learners and educators in and across all STEM disciplines.STEM Workforce:Support the training and recruitment of the nations federal and national STEM workforce while cultivating global talent mobility and opportunity.STEM Research and Innovation Capacity:Drive cutting-edge STEM education research and innovation,build and advance STEM research capacity,and cultivate innovation and entrepreneurial talent development.STEM Environments:Remove barriers to participation and retention in STEM learning,working,and research environments.40 https:/www.whitehouse.gov/briefing-room/presidential-actions/2021/06/25/executive-order-on-diversity-equity-inclusion-and-accessibility-in-the-federal-workforce/41 Multi-Sector Partnerships:Collaboration among partners with different roles in the STEM ecosystem(e.g.,pre-K12 schools,educational institutions,museums,libraries,etc.),including stakeholder groups from government,civil society,and the private sector,to jointly achieve a policy outcome.FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 10 Figure 1:The five major pillars of the strategic plan are connected by the foundational principles of access and opportunity,partnerships and ecosystem development,and transparency and accountability.As reflected in the five pillars,this plan recognizes that STEM talent development includes programming for learners of all agesincluding pre-K to postsecondary school students and workers at all career stagesin both formal and informal STEM learning environments.As such,several communities(including pre-K12 teachers,community college students,and early career researchers)are referenced in the plan more than once.This plan reflects a re-envisioned scope of CoSTEM that aims to ensure that federal STEM programming and activities work for and serve everyone across the nation.Each pillar that follows includes three objectives.Each objective,in turn,includes:a national aspiration for the objective;a description of the challenges and opportunities for reaching the objective;a description of how the federal government might aim to address the objective;approaches CoSTEM and/or agencies could use to achieve the objective;and possible metrics or measures that CoSTEM and/or agencies could use to assess progress on the objective over the next five years.FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 11 Figure 2:Each pillar of the strategic plan advances three objectives that address challenges and opportunities across the continuum of STEM Talent Development,from birth,K12 education,postsecondary education,through adulthood.Beyond guiding and coordinating the efforts of federal departments and agencies,this plan calls on all sectors of the STEM education,workforce,and research ecosystems to create bold visions;unify strategies;develop action plans;establish evidence-based policies;and direct effective,equitable programs for STEM.This plan aims to function as a nationwide blueprint for all sectors to work together to guide a nation full of talent toward STEM fields and STEM careers.FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 12 Principles Necessary for Carrying Out National Imperative The plans three cross-cutting principles provide overarching guidance for federal agencies in prioritizing their investments to spur interagency coordination and collaboration activities and can serve as a framework for the national STEM community to contribute to this strategys success.Principle:Access and Opportunity Achieving the objectives outlined in this plan will require the STEM communityincluding federal agencies,educational institutions,and other partnersto make significant gains in providing equitable access to high quality STEM experiences for everyone,especially those historically underrepresented and underserved in STEM fields and careers.The benefits of a STEM-engaged society cannot be fully realized until disparities in educational achievement standards are eliminated,and all members of society have access to STEM opportunities.The competitiveness of the nation depends on inspiring,educating,and retaining STEM learners and workers from all across the nation.Unequal distribution of and access to resources across the country,historical and ongoing discrimination,and implicit biases mean that high-quality STEM opportunities are not currently available to all Americans.42 These barriers can be based on differences in geography,socioeconomic status,race,ethnicity,and gender/gender identity.Though the STEM workforce43 is gradually becoming more diverse,multiple groups remain underrepresented relative to their share of the national adult population.44 These groups also face pay disparities in STEM jobs,a problem compounded by patterns of underrepresentation across postsecondary STEM education and degree attainment.The COVID-19 pandemic exacerbated these inequities,contributing to unemployment and underemployment among many STEM workers and shining light on barriers faced by underrepresented groups and underserved communities across STEM career pathways.45,46 In accordance with civil rights laws(Title VI of the Civil Rights Act of 1964,Title IX of the Education Amendments of 1972,Section 504 of the Rehabilitation Act of 1973,and the Age Discrimination Act of 1975),recipients of federal funding are obligated to remove barriers to participation.47 Additionally,the importance of digital accessibility in ensuring equity in pre-K12 and higher education has been underscored by issuance of regulations outlining web and mobile accessibility obligations under Title II of the Americans with Disabilities Act.These regulations ensure that educational opportunities,42 https:/www.whitehouse.gov/ostp/news-updates/2022/12/12/equity-and-excellence-a-vision-to-transform-and-enhance-the-u-s-stemm-ecosystem 43 STEM Workforce:This subset of the U.S.workforce is comprised of workers in science and engineering(S&E)and S&E-related occupations.The Skilled Technical Workforce is a sub-set of the STEM Workforce,and is comprised of occupations that use significant levels of S&E expertise and technical knowledge but do not necessarily require a bachelors degree for entry.https:/www.nsf.gov/statistics/stw/skilled-technical-workforce.cfm#define-stw-a-working-definition 44 Per the 2023 National Center for Science and Engineering Statistics(NCSES)Diversity and STEM:Women,Minorities,and Persons with Disabilities report,the STEM workforce in the United States gradually diversified between 2011 and 2021.However,women,people with disabilities,Hispanic or Latino individuals,Black or African American individuals,and American Indian or Alaska Native individuals are underrepresented in the STEM workforce relative to their share of the national adult population.https:/ncses.nsf.gov/pubs/nsf23315 45 U.S.National Science Foundation.Online Education in STEM and Impact of COVID-19,Elementary and Secondary STEM Education.https:/ncses.nsf.gov/pubs/nsb20211/online-education-in-stem-and-impact-of-covid-19;46 U.S.National Science Foundation.Effects of the COVID-19 Pandemic on Employment,Earnings,and Professional Engagement:New Insights from the 2021 National Survey of College Graduates.https:/ncses.nsf.gov/pubs/nsf23307 47 NSTC.2024.Best Practices for Reducing Organizational,Cultural,and Institutional Barriers in STEM Research.https:/www.whitehouse.gov/wp-content/uploads/2024/05/CoSTEM-IWGIS-Barriers-Report.pdf FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 13 including STEM learning opportunities,do not create barriers for learners with disabilities.48 This plan aims to leverage existing agency efforts that support equity in federal programming and support the development,implementation,and dissemination of evidence-based policies and practices for improving equity and inclusion in STEM within the federal government and across the STEM ecosystem.49 By leveraging the best practices and identifying previously unaddressed areas of opportunity,this plan illuminates new avenues for advancing education and cultivating talent across the federal STEM ecosystem.Through cross-agency collaboration,CoSTEM will work to ensure that people across the country have the opportunity to contribute to the STEM enterpriseregardless of geography,race,gender,ethnicity,age,socioeconomic status,veteran status,parental education attainment,disability,learning challenges,caregiving responsibilities,and other social identitiesso that they can reach their full potential and achieve their personal and professional goals.Principle:Partnerships and Ecosystem Development Public participation and community engagement are a government priority.50 Partnership and ecosystem development should continue to be a CoSTEM priority in order to strengthen and leverage the nations complex and interconnected public and private STEM innovation and talent development systems.Strategic partnerships can help ensure that what is taught and learned is relevant to the needs and realities of the communities that students come from,work in,or want to learn more from.Partnerships can also connect STEM activities to the needs and realities of communities,nonprofit organizations,the private sector,and academia,all of which use STEM information on a daily basis.Strategic,mutually beneficial partnerships with local organizations also enhance the long-term viability of STEM ecosystems.It is critical that these partnerships span both the domestic and international landscape to advance American competitiveness globally.Partnerships are essential to the goals of creating inclusive environments that bring diverse voices,expertise,and experiences that enrich and strengthen an ecosystem.This is particularly true as the federal government aims to include communities that have been historically underrepresented in academic and political decision-making spheres,such as low-income communities,rural communities,racial and ethnic groups underrepresented in STEM,and people with disabilities.A lack of strategic partnerships with these communities is particularly problematic because limited representation reduces opportunities for additional voices and experiences to be part of STEM learning.Furthermore,a lack of partnerships can result in decisions being made,or solutions proposed,using scientific or policy narratives that might not reflect the knowledge and interests of these people and their lived experiences.48 U.S.Department of Justice.Civil Rights Division.Fact Sheet:New Rule on the Accessibility of Web Content and Mobile Apps Provided by State and Local Governments.https:/www.ada.gov/resources/2024-03-08-web-rule/49 NSTC.2021.Best Practices for Diversity and Inclusion in STEM Education and Research:A Guide by and for Federal Agencies.https:/www.whitehouse.gov/wp-content/uploads/2021/09/091621-Best-Practices-for-Diversity-Inclusion-in-STEM.pdf 50 https:/www.whitehouse.gov/omb/information-regulatory-affairs/broadening-public-engagement-in-the-federal-regulatory-process 53 https:/www.whitehouse.gov/wp-content/uploads/2023/07/Broadening-Public-Participation-and-Community-Engagement-in-the-Regulatory-Process.pdf FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 14 Co-created,bi-directional partnerships that center on the needs and perspectives of all invested parties are needed among educational institutions,academic and community scientists,nonprofit organizations,out-of-school programs,government,diaspora communities,international entities,philanthropies,learners of all ages,families and caregivers,and industry.51 The most productive partnerships are bi-directional.While not necessarily equal,co-created and bi-directional partnerships aim to be mutually beneficial and equitable.As part of this federal strategic plan,agencies should nurture,prioritize,and institutionalize these partnerships and engagements across the STEM ecosystem.Principle:Transparency and Accountability Promoting transparency and accountability across federal agencies ensures that the federal government works for people all across the country.52 Use of evidence-based practices is crucial to maximizing the impact of federal STEM investments.Evidence-based practices may originate from the federal government or from other components of the STEM ecosystem,including nonprofit organizations,the private sector,and academia,underscoring the need for open communication among all those who participate in the nations STEM talent development and innovation systems.Evaluating and assessing program performance and outcomes,through both quantitative and qualitative methods,is key to identifying which practices and strategies are effective(or ineffective)in which settings and for which group of individuals.Evaluating and assessing programs also enables the development of evidence-based practices.In support of transparency,agencies should work openly and collaboratively with one another and with the public.Sharing evaluations,assessments,and outcomes across federal agencies fosters collaboration and coordinated policymaking and increases awareness and use of evidence-based practices and assessment techniques.It has the potential to illuminate common gaps and/or needs across programs and supports the potential development of coordinated responses to address those gaps and/or needs.Disseminating federal and federally funded resources as well as program evaluations,assessments,and outcomes to the public is key to enhancing public and Tribal awareness and collaboration to improve federal STEM programming and advance the national STEM enterprise.53 Here,too,bi-directional relationships are important.Transparency and accountability are furthered when the federal government shares program results and thoughtfully considers feedback from external parties.Both transparency and accountability are critical to understanding the impact of each agencys activities.This sharing of information facilitates cross-agency collaboration and coordination of STEM opportunities,maximizing the impact of the federal governments STEM programming as a whole.51 https:/www.whitehouse.gov/ostp/news-updates/2023/03/31/readout-from-ostps-public-listening-sessions-in-support-of-the-next-federal-stem-strategic-plan/52 https:/www.whitehouse.gov/briefing-room/statements-releases/2021/12/08/fact-sheet-the-biden-harris-administration-is-taking-action-to-restore-and-strengthen-american-democracy/53 https:/www.evaluation.gov/assets/resources/Program-Evaluation-Standards.pdf FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 15 Pillars Necessary for Carrying Out National Imperative As outlined earlier,each pillar that follows includes three objectives.Each objective,in turn,includes:a national aspiration for the objective;a description of the challenges and opportunities for reaching the objective;a description of how the federal government might aim to address the objective;approaches CoSTEM and/or agencies could use to achieve the objective;and possible metrics or measures that CoSTEM and/or agencies could use to assess progress on the objective over the next five years.Strategic Plan Atlas (Reflecting Pillars and Objective Foci)STEM Engagement STEM Learning and Teaching STEM Workforce STEM Research and Innovation Capacity STEM Environments Engaging Youth and Families and Increasing Inspiration in STEM(with a focus on informal STEM)Educating Pre-K12 Learners(with a focus on formal STEM)Training and Recruiting a Federal STEM Workforce(with a focus on work-based learning)Advancing STEM Education Research Removing Barriers and Supporting Career Trajectories in STEM Learning Environments (with a focus on research careers)Engaging Communities and Increasing Participation in STEM Educating Undergraduate and Graduate Learners Training and Recruiting a National STEM Workforce(with a focus on career and technical education and the skilled technical workforce)Advancing STEM Research Capacity (with a focus on HBCUs,TCUs,other MSIs,and ERIs)Removing Barriers and Supporting Career Flexibilities in STEM Working Environments Engaging the Public and Building STEM Literacy Training STEM Educators(with a focus on pre-K12)Cultivating a Global Workforce Nationally and a National Workforce Globally Building STEM Innovation Capacity Removing Barriers and Promoting Safe STEM Research Environments 1.Pillar:STEM Engagement The pillar on STEM Engagement addresses the federal need to engage learners,beginning with the youngest and their families,so they may explore the world with wonder and excitement and see themselves as a part of the STEM ecosystem.This pillar also focuses on the need to view communities as active contributors in solving community challenges as they work with and alongside institutions of learning and research to co-develop local solutions to those challenges.This pillar also highlights the importance of STEM engagement as a lifelong process.Every person,regardless of age or career,should have access to the knowledge and skills needed to apply science,engineering,and mathematics and to use technology and data in their personal and professional lives.FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 16 1.1 Objective:Engaging Youth and Families and Increasing Inspiration in STEM 1.1.1 CoSTEMs National Aspirations for Engaging Youth and Families and Increasing Inspiration in STEM CoSTEM would like to see a day when all individuals,but particularly the nations youngest learners,have access to interesting and engaging STEM opportunities that spark their curiosities and drive them to question,explore,and learn all about the world around them.Driven by their natural curiosity,youth will remain lifelong learners who have ongoing access to authentic STEM engagement experiences embedded in place,culture,and societal relevance.1.1.2 Challenges and Opportunities for Engaging Youth and Families and Increasing Inspiration in STEM Informal STEM engagement provides an avenue for STEM educators and professionals to reach a broad and diverse audience with meaningful,authentic,and interest-sparking activities that will help grow the next generation of problem solvers,innovators,decision makers,and informed community members.Direct participation and exploration of the natural and human-made world increases understanding of fundamental STEM principles and encourages the development of a STEM mindset,which is important for people of all ages.54,55 Informal STEM engagement settings provide opportunities to reinforce classroom instruction,build practical STEM skills,provide insight into local and global issues,cultivate awareness and understanding of complex topics,and encourage the next generation of problem solvers to get involved in creating solutions.As such,successful STEM engagement programs will help young minds develop core math and science knowledge and skills in team building,problem solving,analytic reasoning,and risk taking that may be necessary for future success in STEM fields.Such a broader and participatory approach can also include invention understanding.56 These considerations are discussed in more detail under Objective 4.3.Effective informal STEM programs engage learners intellectually,academically,and emotionally.Effective programs are culturally and socially relevant,curiosity-driven,and help to develop STEM identity.57 Meaningful informal STEM engagement with learners and their families allows learners to find the researcher or innovator within themselves,opening the gateway to STEM for everyone.The impact of federal agencies investments in informal STEM engagement ranges in timescale from immediate to generational.These investments build a creative and informed population and a well-trained future workforce,which is essential for improving the nations living standards,supporting economic prosperity at both the individual and national level,and maintaining global competitiveness in STEM.54 Hussim,H.,Rosli,R.,Mohd Nor,N.A.Z.,Maat,S.M.,Mahmud,M.S.,Iksan,Z.,Rambely,A.S.,Mahmud,S.N.,Halim,L.,Osman,K.and Lay,A.N.2024.A Systematic Literature Review of Informal STEM Learning.European Journal of STEM Education,9(1),07.https:/doi.org/10.20897/ejsteme/14609 55 Afterschool Alliance.Evaluating Afterschool:The Latest Research on the Impact of Afterschool and Summer Programs.https:/afterschoolalliance.org/documents/The-Latest-Research-on-the-Impact-of-Afterschool-and-Summer-Programs-2024.pdf 56 U.S.Patent and Trademark Office.2024.National Strategy for Inclusive Innovation.https:/www.uspto.gov/sites/default/files/documents/NationalStrategy.pdf 57 National Research Council.2015.Identifying and Supporting Productive STEM Programs in Out-of-School Settings.Washington,DC:The National Academies Press.https:/doi.org/10.17226/21740 FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 17 1.1.3 CoSTEMs Federal Objective for Engaging Youth and Families and Increasing Inspiration in STEM To contribute to the national aspiration,CoSTEM aims to improve the opportunities that young learners and their families have to participate in authentic STEM engagement and learning experiences within informal STEM settings.1.1.4 Approaches CoSTEM and/or Agencies Could Take toward the Federal Objective of Engaging Youth and Families and Increasing Inspiration in STEM Partner with local,Tribal,territorial,state,and national events to increase awareness of and access to more federal and federally funded STEM engagement activities.Work in partnership with organizations and entities that provide informal STEM engagement(such as museums,science centers,libraries,afterschool programs,summer camps,and community organizations)to create or share federal STEM resources that promote authentic STEM engagement.Offer direct programming that allows for intergenerational engagement,learning,and career awareness.Build bridges between informal STEM learning experiences and formal classroom instruction by connecting classroom teachers and out-of-school-time educators in collaborative professional development.1.1.5 Potential Objective Metrics/Measures for Engaging Youth and Families and Increasing Inspiration in STEM The number of federal and/or federally funded informal engagement opportunities in which youth and families engage in authentic STEM experiences.58 1.2 Objective:Engaging Communities and Increasing Participation in STEM 1.2.1 CoSTEMs National Aspirations for Engaging Communities and Increasing Participation in STEM CoSTEM would like to see a day when STEM engagement and education are seamlessly integrated into the fabric of communities and all individuals are seen as essential partners in participatory and community research.Communities should always be a part of the STEM ecosystem that helps to connect advances in STEM to societal impacts,ensure relevance for individuals of all ages and backgrounds,and inform decision making for community health and well-being.1.2.2 Challenges and Opportunities for Engaging Communities and Increasing Participation in STEM Access to scientific and technological knowledge enables people to make informed choices on matters such as personal health,environmental consciousness,and cybersecurity.59 Americas economic growth and national defense depend on urgent improvements in the access to STEM knowledge and the opportunities for communities historically underserved and underrepresented in STEM.58 Authentic STEM Experience:An experience inside or outside of school designed to engage learners directly or indirectly with practitioners and in developmentally-appropriate practices from the STEM disciplines that promote real-world understanding.An“Authentic STEM Experience”is as an active-doing,collaborative,meet learners where they are,appropriate learning approach/practice,leading to real-world understanding.National Academies of Sciences,Engineering,and Medicine.2017.Undergraduate Research Experiences for STEM Students:Successes,Challenges,and Opportunities.Washington,DC:The National Academies Press.https:/doi.org/10.17226/24622.59 Jackson,C.,Mohr-Schroeder,M.J.,Bush,S.B.et al.2021.Equity-Oriented Conceptual Framework for K12 STEM literacy.IJ STEM Ed 8,38.https:/doi.org/10.1186/s40594-021-00294-z FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 18 Challenges in weaving STEM into non-classroom settings,including community-focused settings,are multi-faceted and complex.The challenges include socioeconomic disparities;cultural biases and misunderstandings;lack of exposure to STEM;inadequate resources;inaccessibility of facilities and materials,particularly for people with disabilities;and STEM professionals not being viewed as authentic partners committed to the community.60,61,62 Investing in relationship building with communities to support STEM engagement takes time and resources,and investments need to be intentionally designed and sustained.Building trust and ensuring attention to long-lasting relationships can positively influence a wide variety of interactions moving forward,including those that may not be STEM-related.63 Participatory STEM opportunities can positively impact STEM learning and problem solving when co-designed with a community focus.64,65,66 Such opportunities can also provide individuals with tools to leverage their lived experiences to investigate and address inequities they face,including challenges affecting their community.These opportunities need to be co-created with communities for them to realize these benefits.Ensuring this impactful work occurs at a meaningful scale across the nation will require agencies to support the federal workforce in developing the skills and cultural competencies needed to effectively approach the co-creation of participatory STEM efforts.1.2.3 CoSTEMs Federal Objective for Engaging Communities and Increasing Participation in STEM To contribute to this aspiration,CoSTEM aims to improve the access that communities have to engage in federally funded learning opportunities and increase community awareness of opportunities to engage in participatory research.1.2.4 Approaches CoSTEM and/or Agencies Could Take toward the Federal Objective of Engaging Communities and Increasing Participation in STEM Curate federal engagement activities and resources that center STEM opportunities and experiences in culture and place,and make STEM more participatory.Engage and develop local,Tribal,territorial,state,or regional STEM ecosystems that work with learners,families,and communities to build gradual and scalable on-ramps into higher education and STEM careers.60 Abbas,J.and Koh,K.2015.Future of Library and Museum Services Supporting Teen Learning:Perceptions of Professionals in Learning Labs and Makerspace.The Journal of Research on Libraries and Young Adults,6.https:/www.yalsa.ala.org/jrlya/wp-content/uploads/2015/11/Abbas_Koh_FutureofLibraryMuseumServices.pdf 61 Hinojosa,L.,Swisher,E.,and Garneau,N.2021.The Organization of Informal Pathways into STEM:Designing towards Equity.International Journal of Science Education 43,5.https:/doi.org/10.1080/09500693.2021.1882010 62 Hartman,S.L.,Hines-Bergmeier,J.,and Klein,R.2017.Informal STEM Learning:The State of Research,Access and Equity in Rural Early Childhood Settings.Science Education and Civic Engagement 9,2.https:/ 63 National Girls Collaborative Project.2024.Guidelines for Equitably Scaling Informal STEM Programs.https:/ngcproject.org/ScalingInformalSTEMPrograms 64 STEM Next Opportunity Fund.2019.Changing the Game in STEM with Family Engagement:A White Paper for Practitioners and Field Leaders to Empower Families in STEM.https:/stemnext.org/wp-content/uploads/2023/04/Changing-the-Game-in-STEM-with-Family-Engagement_Final_.pdf 65 Nation,J.M.and Hansen,A.K.2021.Perspectives on Community STEM:Learning from Partnerships between Scientists,Researchers,and Youth.Integrative and Comparative Biology 61,3.https:/doi.org/10.1093/icb/icab092 66 Association of Science and Technology Centers.Dialogue&Deliberation Toolkit.Community Science Initiative.https:/communityscience.astc.org/dialogue-deliberation-toolkit/FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 19 Develop and expand community-centered opportunities that leverage and build on Community School models.67 Build capacity within federal agency staff to appropriately and respectfully engage with communities in co-created participatory STEM undertakings.1.2.5 Potential Objective Metrics/Measures for Engaging Communities and Increasing Participation in STEM The number of opportunities that allow for community engagement in federal and/or federally funded STEM opportunities,particularly opportunities engaging communities historically underrepresented in federal engagement.The number of opportunities that allow community members to engage in federal and/or federally funded participatory research opportunities.1.3 Objective:Engaging the Public and Building STEM Literacy 1.3.1 CoSTEMs National Aspirations for Engaging the Public and Building STEM Literacy CoSTEM would like to see a day when the general public has comprehensive scientific reasoning skills and is able to interpret and assess evidence for application to their everyday lives.All individuals should be able to see themselves capable of using STEM knowledge and skills to support decision making for individual well-being.1.3.2 Challenges and Opportunities for Engaging the Public and Building STEM Literacy Fostering comprehensive scientific reasoning skills in all individuals is vital to ensuring that the nation is equipped to engage with and solve pressing societal challenges today and in the future.All members of the public require scientific reasoning skills to process information and to use that information when making judgments and decisions.68 The public is exposed to an enormous amount of information on a daily basis and needs scientific reasoning skillsincluding the ability to identify problems,ask questions,collect and analyze information,and draw reasoned conclusionsto evaluate the accuracy of the information.Educational systems are required to rapidly evolve to keep pace with technological changes,but teachers may not be prepared to teach the scientific reasoning and/or digital skills their students need to safely navigate these changes.69 This issue is increasingly apparent with the rapid developments in AI.Without explicit efforts to develop and refine the foundational skills around data and computational 67 National Education Association.What Are Community Schools?https:/www.nea.org/student-success/great-public-schools/community-schools/what-are-they;Full-Service Community Schools Program.U.S.Department of Education.https:/www.ed.gov/grants-and-programs/grants-birth-grade-12/school-community-improvement/full-service-community-schools-program-fscs#number2 68 Kelp,N.C.,McCartney,M.,Sarvary,M.A.,Shaffer,J.F.,Wolyniak,M.J.2023.Developing Science Literacy in Students and Society:Theory,Research,and Practice.J Microbiol Biol Educ 24,2.https:/doi.org/10.1128/jmbe.00058-23 69 NSTC.2023.Building Computational Literacy through STEM Education:A Guide for Federal Agencies and Stakeholders.https:/www.whitehouse.gov/wp-content/uploads/2023/11/Building-Computational-Literacy-Through-STEM-Ed-Guide-for-Federal-Agencies-FINAL-PUBLIC.pdf FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 20 literacy70 that ultimately undergird cyber and AI literacy71,educators and learners will continue to be underprepared to navigate the ways AI and other emerging technologies will change the landscape across all sectors of society.72 Effective science communication on emerging topics is a necessary part of STEM literacy.Providing evidence and context allows members of the public to make informed choices.The social and behavioral sciences provide useful insights into how cultural,socioeconomic,and other differences influence how people understand and interpret information.Effective communicationthat presents cultural,socioeconomic,and other differences to conveying and understanding topics in science and technologyis important to reaching all members of our society.Leveraging STEM knowledge and skills is key to supporting the development of innovative thinkers and propelling socioeconomic advancement on a global scale.1.3.3 CoSTEMs Federal Objective for Engaging the Public and Building STEM Literacy To contribute to this national aspiration,CoSTEM aims to increase access to technology,data,and skills development opportunities,so that people in all communities across the nation can engage in STEM learning and STEM careers as well as benefit from new advancements and discoveries in science and technology.1.3.4 Approaches CoSTEM and/or Agencies Could Take toward the Federal Objective of Engaging the Public and Building STEM Literacy Support equitable access to robust programming and technology focused on developing STEM learners,STEM workers,and the publics interest and skills in digital,computational,AI,data,and cyber literacy.73,74 Use or provide technology,including assistive technologies and reasonable accommodation for individuals with disabilities,to expand the reach of STEM literacy and STEM skills to underserved communities,isolated geographic regions,and under-resourced institutions.70 Computational Literacy:The ability to use information,information processing agents,digital assets,networking components,and applications and systems that,combined,allow people and organizations to interact in a digital world to solve problems,either individually or with a team;to draw meaning and reasonable conclusions from digital information in both personal and professional contexts;to safely,ethically,and securely use networks(wired and wireless)and data;and to understand how computing,data,and connectivity affects society.Computational literacy helps an individual-(A)ethically,securely,safely,and efficiently use information processing agents,digital tools,and digital platforms to teach,learn,and solve problems,including problems with sensitive information;(B)problem-solve(e.g.,decomposing problems into manageable pieces;heuristic reasoning;algorithmic thinking computational thinking);(C)think recursively;(D)navigate multiple levels of abstraction;(E)recognize patterns;(F)collect,analyze,manage,visualize,and communicate data;(G)translate domain knowledge into mathematical and visual models;(H)understand the social,technical,and cultural dynamics of computational technology,including equity,inclusion,and accessibility;and(I)critically evaluate related technologies.https:/www.whitehouse.gov/ostp/news-updates/2023/11/27/nstc-building-computational-literacy-through-stem-education-a-guide-for-federal-agencies-and-stakeholders/71 AI Literacy:AI literacy as a set of competencies that enables individuals to critically evaluate AI,communicate and collaborate effectively with AI,and use AI as a tool online,at home,school,and in the workplace.https:/doi.org/10.1145/3313831.3376727 72 U.S.Department of Education.2023.Artificial Intelligence and the Future of Teaching and Learning.https:/tech.ed.gov/files/2023/05/ai-future-of-teaching-and-learning-report.pdf 73 National Cyber Workforce&Education Strategy.https:/www.whitehouse.gov/wp-content/uploads/2023/07/NCWES-2023.07.31.pdf 74 U.S.Department of Education.2022.Advancing Digital Equity for All.https:/tech.ed.gov/advancing-digital-equity-for-all FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 21 Develop new or enhance existing communication and outreach strategies to facilitate improved connections with communities.Develop engaging digital,computational,data-rich,place-based,and culturally relevant programming for communities.1.3.5 Potential Objective Metrics/Measures for Engaging the Public and Building STEM Literacy The number of opportunities that support efforts and have outcomes that address current and sustainable critical technology needs,broadband needs,and/or digital infrastructure needs for STEM learners,communities,K12 schools,or institutions of higher education.The number of opportunities with outputs and outcomes that build and broaden access to STEM literacy and skills.FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 22 2.Pillar:STEM Teaching and Learning The pillar on STEM Teaching and Learning addresses the need to prepare learners with the STEM skills to both contribute to the well-being of their communities and secure desired STEM career opportunities.It aims to ensure students have exploratory experiences within their classrooms and the necessary structures to support individualized and personalized learning.This pillar aims to increase awareness of and exposure to the multiple pathways to a STEM career,including community colleges and career and technical education programs,as well as the many tutors,mentors,and evidence-based resources that support all STEM learners regardless of racial,ethnic,geographic and socioeconomic backgrounds,sexual orientations,gender/gender identities,and disability status.It also speaks to ways in which the federal government can contribute to the preparation and development of the STEM teacher workforce.2.1 Objective:Educating Pre-K12 Learners 2.1.1 CoSTEMs National Aspirations for Educating Pre-K12 Learners CoSTEM would like to see a day when all students in formal pre-K12 educational settings75 achieve or exceed grade level outcome standards and have early and consistent exposure to evidence-based STEM learning experiences.Pre-K students should have access to a diverse and inclusive population of trained and supported educators.These students should be afforded the ability to build the 21st century skillsincluding collaboration,communication,creativity,and analytical and critical thinkingneeded to function in an increasingly technological and innovation-driven society.2.1.2 Challenges and Opportunities for Educating Pre-K12 Learners Research shows that early and consistent exposure to STEM can support and,in many cases,enhance students interests,skills,and career choices.76,77 Many students across the United States lack access to STEM opportunities at a young age and are not achieving grade-level standards in mathematics and science.78,79,80 Students from underrepresented groups,including students with disabilities,face additional challenges in accessing STEM resources and support.81 Federal agencies should continue to support programs that assist in the translation of STEM research into equitable,research-based 75 Formal Education:Learning or delivery of learning within a structured education system that requires students to demonstrate proficiency.Formal learning environments include publicly and privately funded organizations that(1)serve students in pre-K through graduate school and(2)provide learners with degrees,certifications,transcripts,or other evidence of participation.76 Van Tuijl,C.,and van der Molen,J.H.W.2016.Study choice and career development in STEM fields:An overview and integration of the research.International Journal of Technology and Design Education 26,2.https:/doi.org/10.1007/s10798-015-9308-1 77 Rocker Yoel,S.,and Dori,Y.J.2021.FIRST high-school students and FIRST graduates:STEM exposure and career choices.IEEE Transactions on Education 65,2.https:/doi.org/10.1109/TE.2021.3104268 78 Nores,M.,and Barnett,W.S.2014.Access to high quality early care and education:Readiness and opportunity gaps in America(Center on Enhancing Early Learning and National Institute for Early Education Policy Report).Center on Enhancing Early Learning Outcomes.https:/nieer.org/wp-content/uploads/2014/05/ceelo_policy_report_access_quality_ece.pdf 79National Academies of Sciences,Engineering,and Medicine.2024.A New Vision for High-Quality Preschool Curriculum.Washington,DC:National Academies Press.https:/doi.org/10.17226/27429 80 U.S.Department of Education,Office for Civil Rights,2020-21 Civil Rights Data Collection.Students Access to Educational Opportunities in U.S.Public Schools.https:/www.ed.gov/sites/ed/files/about/offices/list/ocr/docs/crdc-educational-opportunities-report.pdf 81 U.S.Department of Education,Office for Civil Rights,2020-21 Civil Rights Data Collection.Student Access to and Enrollment in Mathematics,Science,and Computer Science Courses and Academic Programs in U.S.Public Schools.https:/www.ed.gov/sites/ed/files/about/offices/list/ocr/docs/crdc-student-access-enrollment.pdf FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 23 instructional resources,authentic learning experiences,and educator preparation and development opportunities that support the needs of pre-K12 learners.A goal of such programs should be to create a new generation of resilient problem solvers and innovators who will be prepared to tackle global challenges.82 Many agencies have developed resources to increase and improve the quality of STEM educational opportunities.Additionally,many agencies offer grants,cooperative agreements,and strategic partnerships with universities,nonprofits,businesses,and other organizations to create impactful,relevant learning materials for students and teachers.Learning and curricular decisions are made at the state or local level to best meet the needs of students in those areas.Federal resources may need to be adapted to support the needs of students across this diverse nation.83 Currently,federally supported resources may be difficult to find.To address this issue,ongoing outreach efforts by federal agencies to educational organizations continues to be refined to increase accessibility and use.Further,research indicates that the onset of the COVID-19 pandemic severely disrupted student learning,both in formal in-person and in online learning settings.84 In particular,there was a strong,negative impact on student math achievement,which is critical to success in many STEM fields.85,86 For middle schoolers,for example,confidence in math skills at school promotes confidence in other STEM topics for a lifetime.87 While the shortage of math and science teachers has been reported for decades,the COVID-19 pandemic exacerbated the difficulty in hiring qualified STEM teachers.88,89,90 Qualified,highly trained STEM teachers can provide students with the skills to succeed as STEM-literate community members and members of the STEM workforce.These shortages fall disproportionately on schools that serve a large percentage of students of color and students from low-income backgrounds.While there are many places across the United States in which teachers receive STEM professional development,there 82 U.S.Patent and Trademark Office.2024.National Strategy for Inclusive Innovation.https:/www.uspto.gov/sites/default/files/documents/NationalStrategy.pdf 83 U.S.Department of Education.Letter About How Federal Funds Can Support Science,Technology,Engineering,and Mathematics(STEM)Education.https:/www.ed.gov/laws-and-policy/education-policy/key-policy-letters-signed-by-the-education-secretary-or-deputy-secretary/december-6-2022-letter-about-how-federal-funds-can-support-science-technology-engineering-and-mathematics-stem-education 84 U.S.National Science Foundation.National Center for Science and Engineering Statistics.2021.Online Education in STEM and Impact of COVID-19.https:/ncses.nsf.gov/pubs/nsb20211/online-education-in-stem-and-impact-of-covid-19 85 The Nations Report Card.2023.Scores Decline Again for 13-Year-Old Students in Reading and Mathematics.https:/www.nationsreportcard.gov/highlights/ltt/2023/86 U.S.National Science Foundation.National Center for Science and Engineering Statistics.2023.Student Learning in Mathematics and Science.https:/ncses.nsf.gov/pubs/nsb202331/student-learning-in-mathematics-and-science 87 U.S.Department of Education.Institute of Education Sciences.Middle School Math Is an Important Bridge to Lifelong STEM Learning and Success.https:/ies.ed.gov/ncee/rel/regions/midwest/pdf/RELMW-ENACT-Infographic-508.pdf 88 Feder,T.2022.The US is in Dire Need of STEM Teachers.Physics Today 75,3.https:/pubs.aip.org/physicstoday/article/75/3/25/2842714 89 U.S.Department of Education.Brief:Eliminating Educator Shortages through Increasing Educator Diversity and Addressing High-need Shortage Areas.https:/www.ed.gov/about/ed-initiatives/raise-the-bar/raise-the-bar-policy-brief-2 90 U.S.Department of Education.Institute of Education Sciences.Report on the Condition of Education 2023.https:/nces.ed.gov/pubs2023/2023144.pdf FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 24 is wide variety in the rigor and types of opportunities offered,and challenges remain in ensuring educators have equitable access to these resources.91,92 Convergence education93 and transdisciplinary learning approaches support students and communities historically underserved and underrepresented in STEM,such as rural,Title I,non-male students in STEM,and persons from underrepresented racial/ethnic groups.94,95 The recent emphasis on grounding AI literacy in perspectives from multiple disciplines is one area that is ripe with opportunities to apply convergence education approaches.There is also substantial evidence for the positive value and impact of mentorship and career exposure for pre-K12 students in developing their STEM identity and career interest.96,97,98 Given the substantial federal STEM workforce,99 there is opportunity for federal agencies to strengthen the engagement of federal STEM professionals in formal educational spaces.With proper orientation,federal STEM professionals can be effective role models via classroom visits,research project mentorship,STEM competition coaching and judging,and more.2.1.3 CoSTEMs Federal Objective for Educating Pre-K12 Learners To contribute to this national aspiration,CoSTEM aims to improve the opportunities and increase the access that pre-K12 students in formal education settings have to evidence-based instructional STEM materials,authentic STEM learning experiences,transdisciplinary or convergent learning resources,accessible educational technology,and well-prepared and adequately supported instructional staff.2.1.4 Approaches CoSTEM and/or Agencies Could Take toward the Federal Objective of Educating Pre-K12 Learners Leverage transdisciplinary and convergent education approaches,including access to and the use of technology.Leverage and scale effective approaches to science and mathematics instruction,and improve access to high-quality and high-level coursework necessary for learners to advance in STEM fields and careers.91 Winberg,C.,Adendorff,H.,Bozalek,V.,Conana,H.,Pallitt,N.,Wolff,K.,Olsson,T.,and Rox,T 2019.Learning To Teach STEM Disciplines in Higher Education:A Critical Review of The Literature.Teaching in Higher Education 24,8.https:/doi.org/10.1080/13562517.2018.1517735 92 Huang,Biyun,Morris Siu-Yung Jong,Yun-Fang Tu,Gwo-Jen Hwang,Ching Sing Chai,and Michael Yi-Chao Jiang.2022.Trends and exemplary practices of STEM teacher professional development programs in K12 contexts:A systematic review of empirical studies.Computers&Education:104577.https:/doi.org/10.1016/pedu.2022.104577 93 Convergence education is driven by compelling or complex societal problems or topics,where learners apply knowledge and skills using a blended approach across multiple disciplines(i.e.,transdisciplinary)to create and innovate new solutions.https:/www.whitehouse.gov/ostp/news-updates/2022/11/30/nstc-convergence-education-a-guide-to-transdisciplinary-stem-learning-and-teaching/94 Filipovi,Jelena.2019.Transdisciplinary qualitative paradigm in applied linguistics:autoethnography,participatory action research and minority language teaching and learning.International journal of qualitative studies in education 32,no.5:493-509.https:/doi.org/10.1080/09518398.2019.1597209 95 https:/stemteachingtools.org/assets/landscapes/STEM-Teaching-Tool-11-Meaningful-Indigenous-STEM-Education.pdf 96 Gallagher Dunn,Sarah Louise,Heidi Fuqua Haviland,and Dennis Lee Gallagher.2023.The importance of local long-duration STEM mentorship as a global mechanism for increasing diversity at all levels of education.Frontiers in Astronomy and Space Sciences 10:1134836.https:/doi.org/10.3389/fspas.2023.1134836 97 Atkins,K.,Dougan,B.M.,Dromgold-Sermen,M.S.et al.2020.Looking At Myself in the Future:How Mentoring Shapes Scientific Identity for STEM Students from Underrepresented Groups.International Journal of STEM Education 7,42.https:/doi.org/10.1186/s40594-020-00242-3 98 https:/safesupportivelearning.ed.gov/voices-field/how-do-high-quality-mentoring-relationships-benefit-young-people 99 U.S.Office of Personnel Management.2023.Federal Workforce Data.https:/www.fedscope.opm.gov/employment.aspx FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 25 Promote student-centric approaches and strategies,such as personalized learning and tutoring,work-based learning,and dual enrollment to support current approaches to classroom learning.Engage federal STEM professionals in outreach and volunteer efforts.2.1.5 Potential Objective Metrics/Measures for Educating Pre-K12 Learners The number of federal STEM opportunities that support evidence-based and equitable improvements for learners,educators,and/or schools in achieving on-grade-levels for science or mathematics.The number of opportunities that support mechanisms that allow for the development or improvement of effective local,Tribal,territorial,state,and/or regional STEM education ecosystem models.2.2 Objective:Educating Undergraduate and Graduate Learners 2.2.1 CoSTEMs National Aspirations for Educating Undergraduate and Graduate Learners CoSTEM would like to see a day when undergraduate and graduate students at all levels have equitable access to both(1)affordable,evidence-based postsecondary educational opportunities in STEM fields,including coursework,credentials/degrees,access to educational technology and research facilities,transdisciplinary research,and professional experiences,and(2)faculty and mentors who are adequately prepared and resourced to support their learning.2.2.2 Challenges and Opportunities for Educating Undergraduate and Graduate Learners Varying access to quality K12 education results in different levels of preparedness for college-level work.Challenges in post-secondary settings can be persistent,resulting in inequities in higher education.These issues include long-standing challenges for underrepresented racial,ethnic,geographic,economic,and gender communities in post-secondary STEM education.100,101 Students face many challenges in the post-secondary context,including uneven access to opportunities and financial support,which contribute to the disproportionate rate of historically underrepresented students in STEM leaving rather than staying in pathways toward STEM employment.102,103 Students with disabilities,including mental health challenges,can face further obstacles in accessing educational resources and support.The social connections that are critical for finding internships,research,mentorship,and faculty support also put historically underrepresented students at a disadvantage.104 A lack of resources,access to advanced coursework,and STEM role models in elementary,secondary school,and out-of-school-time learning can undermine access in post-secondary education by leaving 100 Catherine Hill,Christianne Corbett,and Andresse St.Rose.2010.Why so Few?Women in Science,Technology,Engineering,and Mathematics.American Association of University Women.https:/eric.ed.gov/?id=ED509653 101 U.S.Department of Education.National Center for Education Statistics.Digest of Education Statistics:Table 303.70.https:/nces.ed.gov/programs/digest/d20/tables/dt20_303.70.asp.102 Catherine Riegle-Crumb,Barbara King,and Yasmiyn Irizarry.2019.Does STEM Stand Out?Examining Racial/Ethnic Gaps in Persistence Across Postsecondary Fields.Educational Researcher 48,3.https:/doi.org/10.3102/0013189X19831006 103 Brecht Neyt et al.2019.Does Student Work Really Affect Educational Outcomes?A Review of the Literature.Journal of Economic Surveys 33,3.https:/doi.org/10.1111/joes.12301 104 Emilio J.Castilla,George J.Lan,and Ben A.Rissing.2013.Social Networks and Employment:Mechanisms(Part 1).Sociology Compass 7,12.https:/doi.org/10.1111/soc4.12096 FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 26 some students unaware of STEM opportunities and pathways after graduation.105,106 Additionally,students who lack quality STEM education in the pre-K12/out-of-school-time context will face additional barriers to success.107 Exacerbating these issues are the challenges educators at postsecondary institutions face.While some of these challenges are addressed elsewhere within this plan,problems such as inequitable access to educational resources108 are addressed under this objective.In the context of interconnected environmental and societal problems,the demands on post-secondary STEM students will increase.Understanding these problems will require high-quality STEM education that includes support for real-world experiences.Exposing post-secondary students to innovation,both within and outside of STEM coursework,is valuable for cultivating skills that will be important to these students later in life as STEM professionals.For example,a single post-secondary course in entrepreneurship has been shown to have meaningful benefits to students later in life.Such a course can include business,design,communication,and IP creation and protection.109 Students must have equitable access to STEM opportunities after high school,particularly those who may not have had sufficient opportunities available to them at their high schools.Outreach efforts can help connect individuals to postsecondary STEM opportunities.For example,supporting programs that provide quality educational opportunities for college students while reducing educational inequities at the pre-K12 level(i.e.,near-peer mentor model)110 can help local communities build STEM success.Not all those interested in pursuing postsecondary-level learning in STEM are able to access the full range of learning opportunities and resources that prepare individuals to fully engage in and contribute to their communities and/or to succeed in STEM-related careers.By recognizing the large role financial disparities play in determining access to post-secondary opportunities and outcomes,federal agencies can continue to support those with academic ability,talent,or potential to pursue STEM programs of study.Such support can include federally funded scholarships,fellowships,and training programs that prepare students for future success in the nations STEM workforce.2.2.3 CoSTEMs Federal Objective for Educating Undergraduate and Graduate Learners To contribute to this national aspiration,CoSTEM aims to increase availability and access to undergraduate and graduate learning experiences that include the use of evidence-based STEM instructional materials,opportunities for transdisciplinary research experiences,accessible 105 Martha C.Bottia et al.2015.The Relationships Among High School STEM Learning Experiences and Students Intent to Declare and Declaration of a STEM Major in College.Teachers College Record:The Voice of Scholarship in Education 117,3.https:/doi.org/10.1177/016146811511700308 106 Guan K.Saw and Charlotte A.Agger.2021.STEM Pathways of Rural and Small-Town Students:Opportunities to Learn,Aspirations,Preparation,and College Enrollment.Educational Researcher 50,9.https:/doi.org/10.3102/0013189X211027528 107 Martha C.Bottia et al.2021.Factors Associated with College STEM Participation of Racially Minoritized Students:A Synthesis of Research.Review of Educational Research 91,4.https:/doi.org/10.3102/00346543211012751 108 Marybeth Gasman et al.2017.Minority Serving Institutions:A Data-Driven Student Landscape in the Outcomes-Based Funding Universe.Berkeley Review of Education 7,1.https:/eric.ed.gov/?id=EJ1169644 109 U.S.Patent and Trademark Office.2024.National Strategy for Inclusive Innovation.https:/www.uspto.gov/sites/default/files/documents/NationalStrategy.pdf 110 Trujillo G,Aguinaldo PG,Anderson C,Bustamante J,Gelsinger DR,Pastor MJ,Wright J,Mrquez-Magaa L,Riggs B.2015.Near-peer STEM Mentoring Offers Unexpected Benefits for Mentors from Traditionally Underrepresented Backgrounds.Perspect Undergrad Res Mentor.4,1.https:/pubmed.ncbi.nlm.nih.gov/27668127/FEDERAL STRATEGIC PLAN FOR ADVANCING STEM EDUCATION AND CULTIVATING STEM TALENT 27 educational technology and research facilities,and opportunities to gain knowledge and understanding of subjects vital to transform research into the creation of products,processes,and systems to advance innovation.2.2.4 Approaches CoSTEM and/or Agencies Could Take toward the Federal Objective of Educating Undergraduate and Graduate Learners Leverage federal scholarship-for-service STEM programs and consider incorporating best,emerging,or new practices to develop transferable skills applicable to multiple critical and emerging technologies.Support experiences that allow learners to engage multi-disciplinary learning curricula,hands-on place-based and course-based research experiences,paid work-based learning opportunities,and mentorship opportunities with sector,government,and/or industry leaders.Promote the development and deployment of learning and training materials for entrepreneurship for post-secondary STEM learners.Explore the use of models and other mechanisms to support stackable credentialing111 at or through federally funded institutions.Increase STEM education capacities,including at community colleges,MSIs,and ERIs,to provide authentic STEM experiences and training opportunities for students and faculty.Capacity building includes opportunities to address essential administrative,physical,and digital/technology infrastructure needs.Increasing access to educatio
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