Stem Higher Education and Mature-Aged Students: Building a Model for Well-Being and Institutional Support

Aim. As the global demand for Science, Technology, Engineering, and Mathematics (STEM) graduates continues to rise, ensuring the well-being of diverse student groups, including mature-aged students (ages 30 and above), is increasingly recognised as essential for fostering inclusive and sustainable higher education systems. This study explores the well-being dimensions of mature-aged students in STEM programmes through a case study of Riga Technical University (RTU) in Latvia. Methods. Adopting a mixed-methods approach-combining a systematic literature review, a survey, and semi-structured interviews with mature-aged STEM students the research investigates five key well-being dimensions: academic, financial, physical, psychological resilience, and relational. Results. The findings reveal that mature-aged STEM students’ well-being is shaped by three interrelated factors: academic–relational climate, resource strain and well-being burden, and academic skills and literacies. Faculty engagement, respectful communication, and inclusive learning environments significantly support academic and relational well-being. However, financial and psychological challenges-often linked to workstudy-family tensions-require coordinated institutional and policy-level responses. Conclusions. The results underscore the need for flexible academic structures, accessible faculty, and integrated support services. A conceptual model is proposed to guide institutional support, highlighting how systemic interventions across all five well-being dimensions can foster inclusive and sustainable engagement for matureaged learners in STEM education.