Abstract
The integration of STEM-based instructional approaches into advanced scientific fields such as nanotechnology is increasingly recognized as essential for improving student engagement and conceptual understanding in higher education. However, empirical evidence on its effectiveness in physics education remains limited. This study examines the impact of STEM-oriented, project-based instruction on undergraduate students’ interest in nanotechnology. A quasi-experimental design was implemented involving 108 second- and third-year physics students from three universities in Kazakhstan. Participants were divided into an experimental group (n = 53), which received STEM-based project and laboratory instruction, and a control group (n = 55), which was taught using traditional lecture-based methods over a 15-week semester. Student interest in nanotechnology was measured using a validated 20-item Likert-scale questionnaire with high reliability (Cronbach’s α ≥ 0.80), administered before and after the intervention. Pre-test results confirmed no statistically significant differences between groups (p > 0.05), ensuring baseline equivalence. Post-test findings demonstrated a marked improvement in the experimental group (+28 points) compared to the control group (+7 points). Statistical analysis using the Mann–Whitney U test confirmed a significant difference between groups (p < 0.001), with a large effect size (r ≈ 0.78). These results provide strong evidence that STEM-based, inquiry-driven instruction significantly enhances student engagement and interest in nanotechnology. The study contributes to STEM education literature by highlighting the effectiveness of experiential and interdisciplinary teaching strategies in fostering motivation toward emerging scientific fields. The findings also offer practical implications for curriculum developers and educators seeking to modernize science education through active learning methodologies.