Recent studies show Australia’s Science, Technology, Engineering and Mathematics (STEM) qualified teacher shortage is growing and is projected to affect up to 70,000 students annually by 2030.
Worryingly, out-of-field teaching rates for maths reaching are as high as 32%, contributing to a slide in student outcomes in these key learning areas.
To combat this, a university is offering free microcredential courses for out-of-field mathematics and science teachers.
For science teachers, the course strengthens science knowledge and pedagogical skills, especially valuable in smaller schools where subject-specific expertise may be limited, while the microcredential for mathematics teachers will enhances subject knowledge, boosts teacher wellbeing and confidence, and foster better student performance in mathematics.
Each microcredential will run from March to October 2025 and requires approximately 10 hours of study per week.
Delivered entirely online with live lectures and interactive tutorials, participants will earn credit toward Charles Sturt’s Bachelor of Educational Studies, with the option to specialise in mathematics, physics, chemistry or biology.
Lecturer in Mathematics Education in the Charles Sturt School of Education, Dr Janelle Hill, said supporting teachers to become fully qualified in STEM subjects was one of the most impactful ways to contribute to student success and long-term career outcomes in science and technology.
“We know that subject matter expertise directly influences the quality of education, and the aspirations students have in STEM fields,” Dr Hill said. “These microcredentials are about equipping teachers with the confidence, skills and pathways to positively shape our future generations.”
Charles Sturt University’s Project Lead of Partnerships and Microcredentials, Georgie Stuart, highlighted the importance of addressing the critical gaps in the teaching workforce as experienced teachers move into retirement.
“These microcredentials will diversify the skills of participating teachers, empowering them with the subject matter expertise to teach across multiple key learning areas,” she said.
“A teacher with a multidisciplinary skillset is particularly valuable in regional, rural and remote schools where teacher numbers are typically lower and a specialised teacher for specific key learning areas is not always viable.
Stuart emphasised the need for sustained investment to ensure every classroom has a qualified teacher, improving outcomes for all.
“By supporting teachers to become fully qualified in key subject areas, we are also working to break the vicious cycle of out-of-field teaching, which affects student participation, engagement and achievement, teacher attrition and stress on schools.”