Engineer or Math Teacher? – Career Preferences among Double-Degree Students in Engineering and Education

Paper i proceeding, 2025

The shortage of STEM teachers in Europe poses a significant challenge. To address this issue in Sweden, Chalmers University of Technology offers a double-degree program in engineering and education. This study examines why students choose a double degree in engineering and education, and how internal and external factors influence their eventual career choice. Using semi-structured interviews with thirteen students nearing the completion of their studies, we explore their reasons for enrolling in the program and their perspectives on working as either engineers or teachers. Participants were asked to reflect on key individuals or experiences that shaped their views on these career paths. Key themes include intrinsic motivation, e.g., desire to help others, societal contribution, the impact of school practicum experiences, and the tension between perceived prestige of engineering and the meaningfulness of teaching. The teaching practicum in schools had a significant influence on career decisions. Some students found it deeply meaningful, reinforcing their commitment to education. Financial considerations had little impact, while job security and perceived societal respect were more decisive factors. Several students noted that engineering is generally regarded as the more prestigious career, leading them to frequently justify their choice of teaching to friends and family.