Covid-19 and the unprecedented shift in educational delivery, has revealed multiple perforations in the science-learning pedagogies. The technological replacements for a physical presence of an instructor and peer collaborated classroom could not retain student interaction and positive learning attitude as in the pre-Covid period. YSC STEM Digilearning Model, is an online voluntary summer course that was created to combat the respective hitches and was successfully implemented on 38 primary-preparatory students from diverse schools promising an active learning environment. Student Feedback mechanism approach was implemented throughout the course thereby providing voice to the students in the learner centered approach adopted by the STEM course. The course carried out diverse synchronous and asynchronous activities with positive student response as the study witnessed minimal student withdrawals and presentation of completed student assignments.

The need for enhanced engagement of school students for better behavioral outcomes in line with scientific learning and acquisition of science process skills have continually incited educators to strategize innovative teaching approaches. Meanwhile, innovations and research from the scientific community has consistently been prioritized, demanding highly skilled STEM labor in the global market, henceforth challenging educators to brace the next generation with high proficiency in STEM fields. The research study focuses on an out of school approach that caters to the industrial demands in STEM workforce, henceforth acquainting the high school students with research methodology for improving their technical efficiency and intellectual capacity in problem solving and critical thinking. The study program was conducted on 208 students from public schools in Qatar, who participated in 68 research projects, each project being engaged by a group students during a period of 2 months at Qatar University research laboratories. The performance of participants were analyzed by mixed methods implementing both quantitative data based on questionnaires and qualitative data based on feedback interviews from research mentors, schoolteachers and the participant students. The results of the program yielded positive outcomes from the stakeholders as the school students gained competences exhibited by under-graduate or graduate students like research self-efficacy, research skills and aspirations for scientific careers, accomplishing the objectives of the program. This study program henceforth was successful in bridging the gap between high school and university, as the participant students had an advantage in confidence over their peers in university laboratories and technical writing assignments.

In early 2020 when Covid-19 hit the globe, it caused significant destruction to the educational process. Schools were shut down, teachers and students struggled to adapt to the new method of learning. Meanwhile, Students were subjected to numerous misinformation circulating about the virus. Thereby it was crucial to develop an interactive virtual health awareness course addressing Covid-19 and utilizing STEM learning in the content of the course. Twenty students (12 Females and 8 Males) from secondary schools inside Qatar participated in the course. Diverse digital tools were integrated into the course contents, such as interactive quizzes, online games, videos, and PowerPoint presentations to increase student’s interest in STEM. Furthermore, discussions with experts in various fields were held during the course to equip students with the knowledge and competencies needed to meet course outcomes. A feedback mechanism evaluated the course content design and delivery. The results indicated student’s positive responses to the STEM learning experience and the activities implemented in the course. The students exhibited high attendance throughout the course, and they completed their assigned projects voluntarily. The course effectively achieved desired outcomes of the study. The design of the course content integrated various digital tools that address STEM learning and motivate students to join and retain three weeks course duration. The course effectively achieved desired outcomes of the study. The design of the course content integrated various digital tools that address STEM learning and motivate students to join and retain three weeks duration. Consequently, students’ competencies, and innovation capabilities were improved.