A Contemporary Perspective on the Role of Mathematics in Career Readiness Based on Students' Perceptions

Research Paper Recommended citation: Safiulina, E., & Labanova, O. (2025). A Contemporary Perspective on the Role of Mathematics in Career Readiness Based on Students' Perceptions. In Kangaslampi, R., Langie, G., Järvinen, H.-M., & Nagy, B. (Eds.), SEFI 53rd Annual Conference. European Society for Engineering Education (SEFI), Tampere, Finland. DOI: 10.5281/zenodo.17631652. This Conference Paper is brought to you for open access by the 53rd Annual Conference of the European Society for Engineering Education (SEFI) at Tampere University in Tampere, Finland. This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License. A CONTEMPORARY PERSPECTIVE ON THE ROLE OF MATHEMATICS IN CAREER READINESS BASED ON STUDENTS' PERCEPTIONS E. Safiulina, O. Labanova TTK University of Applied Sciences, Tallinn, Estonia, Conference Key Areas: Teaching mathematics and physics in engineering education, Improving higher engineering education through researching engineering education Keywords: Mathematics Education, Engineering Education, Engineering Education, Career Readiness ABSTRACT Mathematics plays a fundamental role in engineering education, equipping students with critical analytical and problem-solving skills essential for professional success. However, students often perceive mathematics as abstract and disconnected from real-world engineering applications, creating a gap between theoretical knowledge and practical industry requirements. This study examines the perceptions of 176 students at TTK University of Applied Sciences regarding the role of mathematics in their career readiness. The findings reveal that while students acknowledge the importance of mathematics in developing problem-solving abilities, they express uncertainty about its direct relevance in the job market. The study highlights the need for pedagogical strategies that integrate applied mathematics with practical engineering tasks, ensuring better alignment between education and industry expectations. Recommendations include curriculum modifications to enhance realworld applications of mathematical concepts and stronger industry-academia collaboration to bridge the perceived disconnect between mathematics education and professional requirements. 1 INTRODUCTION Mathematics serves as a foundational pillar in engineering education, providing students with the analytical and problem-solving skills necessary for professional success. Despite its recognized importance, students often perceive mathematics as abstract and disconnected from real-world engineering applications. This gap between theoretical knowledge and practical relevance has been widely discussed in engineering education research, yet challenges persist in aligning mathematics curricula with industry needs. The role of mathematics in career readiness is especially critical in applied sciences institutions, where students must transition seamlessly from academic learning to professional practice. TTK University of Applied Sciences (TTK UAS) is one such institution preparing students for careers in engineering and technology-driven fields. Understanding how students at TTK UAS perceive the relevance of mathematics in their studies and future careers is crucial for improving mathematics instruction and ensuring better alignment with industry expectations. This study is based on a 2025 survey of 176 TTK UAS students, exploring their attitudes toward mathematics, their perceived preparedness for professional applications, and the effectiveness of different teaching methods. The research addresses the following key question: How do students perceive the importance of mathematics in their careers? By analyzing student responses, this research provides insights into the current strengths and weaknesses of mathematics education at TTK UAS. The findings will contribute to ongoing discussions in engineering education, offering recommendations on how curricula and teaching strategies can be enhanced to better support students in their career readiness. Mathematics has long been recognized as a cornerstone of engineering education. It provides the analytical tools and logical frameworks necessary for problem-solving, design, modeling, and simulation across all engineering disciplines. Recent research highlights that a strong foundation in mathematics enables students to grasp core engineering concepts more effectively and facilitates lifelong learning in rapidly evolving technological fields. Contemporary engineering curricula emphasize the importance of calculus, linear algebra, and differential equations as prerequisites for understanding more advanced engineering topics (Bolstad et al., 2022). However, recent studies (Pepin et al., 2021) point out the recurring challenge of fragmentation between mathematics and its applications in engineering contexts. Despite the mathematical rigor in early university courses, students often struggle to see the relevance of abstract concepts in real-world engineering problems. This disconnect raises the need for pedagogical strategies that explicitly link theoretical mathematics with practical engineering tasks. Student attitudes toward mathematics significantly influence their engagement, performance, and persistence in engineering programs. Recent studies have highlighted that students often perceive mathematics as difficult, abstract, and disconnected from their future careers (Kwon et al., 2023; Eidlin-Levy et al., 2023).These perceptions can lead to anxiety and reduced motivation, affecting learning outcomes and even contributing to dropout rates in STEM fields. Recent research highlights that students' emotional experiences with mathematics— shaped by prior learning encounters and personal beliefs—play a crucial role in their overall engagement and academic performance. For many students, even those who demonstrate strong mathematical ability, a lack of confidence persists when it comes to applying their knowledge in real-world contexts. This underscores the importance of instructional strategies that not only develop conceptual understanding but also nurture a positive emotional relationship with mathematics (Goldin et al., 2023). Education In the context of career readiness, mathematical competence is crucial not only for academic success but also for professional effectiveness. Mathematical skills underpin many technical competencies required in engineering roles, such as data analysis, optimization, systems modeling, and quality control. Employers increasingly seek graduates who can apply quantitative reasoning to solve complex, real-world problems (Panaoura et al., 2024). Integrated STEM education models emphasize the seamless connection between subjects and advocate for contextual learning where mathematics is taught through real-life engineering challenges. Such approaches have been found to enhance student motivation and the transferability of mathematical knowledge to workplace contexts. Nevertheless, there remains a need for further alignment between what is taught in mathematics courses and the specific skills demanded by modern engineering professions (Yabaş&Boyacı, 2022). While recent literature underscores the importance of mathematics in engineering education and its impact on career readiness, there remains a significant gap in understanding how students at applied sciences institutions perceive this relationship. Most prior studies focus on research-intensive universities or secondary education, often overlooking vocational and application-oriented higher education contexts. This study addresses the gap by examining student perceptions at TTK University of Applied Sciences, where the emphasis lies on practical engineering training. By investigating how students evaluate the usefulness of mathematics for their future careers and the effectiveness of current teaching methods, this research provides nuanced insights into the intersection of education and employability. The findings aim to inform curriculum development and pedagogical practices that better align mathematical instruction with the needs of engineering students and the expectations of the labor market. 2 METHODOLOGY This study is based on a cross-sectional survey conducted in 2025 among students at TTK University of Applied Sciences (TTK UAS). The survey aimed to assess students' perceptions of the role of mathematics in their education and career readiness, as well as their experiences with mathematics instruction. The questionnaire was designed to capture both quantitative and qualitative data, allowing for a comprehensive analysis of student attitudes, challenges, and preferences. The study aligns with the broader goal of improving mathematics education by identifying gaps between theoretical instruction and practical applications in engineering fields. The survey included 176 students from TTK UAS, representing a diverse range of engineering and applied sciences disciplines across different academic years (1st year: 38%, 2nd year: 29%, 3rd/4th year: 33%). The link to the questionnaire, prepared via Google Forms, was distributed by teachers from the Centre for Sciences to all 1,071 students enrolled in engineering programs at TTK UAS. This resulted in a response rate of approximately 16.4%, which is considered a good percentage given that no additional incentives were offered to motivate participation in the study. The demographics reflected the institution's student body, with a mix of recent high school graduates and individuals with prior industry experience. Data collection was conducted anonymously via an online platform, ensuring confidentiality and encouraging honest responses. The questionnaire consists of various question types designed to assess students' attitudes, preparedness, and experiences with mathematics education. One of the questions in the questionnaire, 'Why do you think it is necessary to study Higher Mathematics at university?', directly addressed the research question. To explore this, six statements were presented: • Statement 1 (ST1): Mathematics trains the brain to solve various engineering problems successfully and creatively. • Statement 2 (ST2): It helps with understanding the various relationships that future engineers need to know. • Statement 3 (ST3): Many topics taught in specialization courses are based on mathematical principles. • Statement 4 (ST4): Learning mathematics promotes creativity and accuracy in future specialists. • Statement 5 (ST5): A specialist with mathematical understanding can easily complete tasks requiring logical thinking. • Statement 6 (ST6): Employers highly value employees with strong math skills. Respondents could select their answers on a four-point Likert scale ranging from 'strongly agree' to 'disagree'. 3 RESULTS Before conducting the analysis, the collected survey data underwent a rigorous data cleaning and preparation process to ensure accuracy and consistency. Agreementbased responses were mapped according to predefined scales ranged from 4 (strongly agree) to 1 (disagree) (see Tab. 1). Table 1. Descriptive Statistics of the Statements Statement Strongly Agree = 4 Agree = 3 Partially Agree = 2 Disagree= 1 Mode Mean Std Dev Interpretation ST1 83 (46.6%) 64 (36.0%) 26 (14.6%) 3 (1.7%) 4 (Strongly Agree) 3.28 0.72 High agreement ST2 86 (48.9%) 59 (33.5%) 22 (12.5%) 9 (5.1%) 4(Strongly Agree) 3.26 0.80 High agreement ST3 65 (36.9%) 74 (42.0%) 28 (15.9%) 9 (5.1%) 3 (Agree) 3.11 0.81 Moderate agreement ST4 71 (40.3%) 64 (36.4%) 30 (17.0%) 11 (6.2%) 4 (Strongly Agree) 3.11 0.87 Moderate agreement ST5 79 (44.8%) 58 (33.0%) 29 (16.5%) 10 (5.7%) 4 (Strongly Agree) 3.17 0.86 Moderate agreement ST6 34 (19.3%) 54 (30.7%) 61 (34.7%) 27 (15.3%) 3 (Agree) 2.54 1.01 Lowest agreement Students generally perceive mathematics as highly important for their careers, particularly in developing skills essential for engineering. The strongest agreement was with the statement highlighting math's practical applications. Nearly half of students (46.6%) strongly agreed that mathematics serves as a "brain trainer" for solving engineering problems creatively, with another 36% agreeing (mean = 3.28/4). Similarly, 48.9% strongly agreed that math helps them grasp key relationships in engineering (mean = 3.26). While most students agree math helps with important skills like creative problemsolving (scoring 3.1-3.3 out of 4), they're much less sure about whether employers actually care about these math skills. Only about 1 in 5 students strongly agreed that "employers value math skills," with about a third being somewhat unsure and 15% disagreeing strongly - this was the most disagreement we saw on any question. While the table 1 provides detailed response frequencies, the accompanying chart (Fig. 1) offers an immediate visual summary of student perceptions. The stacked bars clearly highlight the strongest agreement (green segments) for statements about math’s role in engineering problem-solving, contrasted with the notable scepticism (red/orange segments) toward employer valuation of math skills. This visual format underscores key patterns—such as the disconnect between academic and career perspectives— more intuitively than raw numbers alone, helping readers quickly identify priorities for curriculum improvement. Fig. 1. Student Perceptions of Mathematics in Engineering Careers Two key issues stand out: 1. There's a mismatch between what students learn in school and what they think employers want. They believe math helps them think better, but aren't convinced this matters to bosses. 2. Students see more value in math's practical uses (like solving engineering problems) than in vague ideas about it being "good for careers." These means students believe math makes them better engineers, but they're sceptical about whether employers notice or care about these math skills. This suggests schools might need to do a better job showing how math connects to real workplace needs. 4 DISCUSSION AND CONCLUSIONS The findings align with prior research emphasizing the importance of mathematics in engineering education but also highlight persistent challenges. Studies by Pepin et al. (2021) and Panaoura et al. (2024) suggest that students struggle to see the direct relevance of theoretical mathematics in practical applications. This is consistent with our results, where students recognized the cognitive benefits of mathematics but expressed skepticism about its value in the job market. Furthermore, our study confirms previous findings that integrating applied 050 100 150 200 It is a brain trainer to be able to successfully and creatively solve various… To understand the various relationships that future engineers need to know and… A number of topics taught in the specialisation courses are based on… Learning mathematics promotes the development of creativity and accuracy… A specialist with an understanding of mathematics is able to easily complete… Employers highly value employees with good math skills Strongly Agree = 4 Agree = 3 Partially Agree = 2 Disagree=1 mathematics more explicitly within engineering curricula enhances student engagement and perceived usefulness. The study underscores the necessity for more application-driven teaching strategies in mathematics education. Engineering educators should incorporate realworld problem-solving scenarios, industry collaborations, and interdisciplinary projects to enhance student engagement. By contextualizing mathematical concepts in practical engineering challenges, students may better appreciate their relevance and develop stronger confidence in applying these skills professionally. As a summary of key findings, three postulates can be formulated: 1. The majority of students recognize mathematics as essential for developing problem-solving and analytical skills relevant to engineering. 2. While students appreciate mathematics' role in engineering education, there is uncertainty about its perceived value in the job market. 3. Teaching methods that link mathematical concepts to practical engineering applications are more positively received. Survey responses may not accurately reflect students' true competencies, as they are based on self-assessment rather than objective measurement. Additionally, the findings may not be applicable to students from other disciplines or institutions, limiting the generalizability of the results. A longitudinal study could explore how students' perceptions evolve over their academic and professional journeys. Further research should investigate employer perspectives on mathematical competencies to bridge perceived gaps in workforce expectations. Experimental studies testing new pedagogical methods (e.g., problembased learning or digital simulations) could provide empirical evidence on improving mathematics education. To strengthen the connection between mathematics education and career readiness, institutions should take several practical steps. First, math and engineering departments should collaborate more closely to develop coursework that integrates mathematical concepts with real-world engineering applications. This interdisciplinary approach will help students see how math directly supports their field. Additionally, incorporating more industry research and projects into the curriculum will demonstrate the practical value of math skills in professional settings. Finally, institutions should proactively communicate how employers use and value mathematics, whether through guest lectures by industry experts, more visible examples in career counselling, or partnerships with engineering firms. These changes will help bridge the gap between classroom learning and workplace expectations, ensuring that not only do students understand the importance of math for their future careers, but employers also value employees with strong mathematical skills. To further reinforce the link between mathematics education and career readiness, institutions should consider the following strategies: • Interdisciplinary Teaching: Mathematics courses could be co-taught by mathematicians and engineers, ensuring theoretical concepts are directly linked to practical applications. • Industry Collaboration: Regular workshops with industry professionals could be integrated into the curriculum, showcasing real-world problems that require mathematical solutions. • Student Involvement: Encourage student participation in industry-sponsored projects or competitions to apply mathematical skills in authentic contexts. These ideas are echoed by other researchers as well (e.g., Stephan & Dieker, 2022; Akgunduz & Mesutoglu, 2021; Singh & Kaunert, 2025), who argue that aligning mathematical instruction with industry-relevant applications can improve both student motivation and workforce readiness.. REFERENCES Akgunduz, D., & Mesutoglu, C. (2021). Science, Technology, Engineering, and Mathematics Education for Industry 4.0 in Technical and Vocational High Schools: Investigation of Teacher Professional Development. Science Education International, 32(2), 172-181. Bolstad, T., Høyvik, I.-M., Lundheim, L., Nome, M., & Rønning, F. (2022). Study programme driven engineering education: Interplay between mathematics and engineering subjects. Teaching Mathematics and Its Applications: An International Journal of the IMA, 41(4), 329–344. https://doi.org/10.1093/teamat/hrac010 Eidlin-Levy, H., Avraham, E., Fares, L., & Rubinsten, O. (2023). Math anxiety affects career choices during development. International Journal of STEM Education, 10(1), 49. Goldin, G. A., Hannula, M. S., Di Martino, P., & Peixoto, F. (2023). Emotions in mathematics learning: A systematic review and meta-analysis. ZDM – Mathematics Education, 55(1), 17–34. https://doi.org/10.1007/s11858-025-01651-w Kwon, H., Vela, K., Williams, A. M., & Barroso, L. R. (2023). Mathematics and science self-efficacy and STEM careers: A path analysis. Journal of Mathematics Education, 12(1), 74-89. Panaoura, A., Charalambides, M., Tsolaki, E., & Pericleous, S. (2024). First-year engineering students’ affective behavior about mathematics in relation to their performance. European Journal of Science and Mathematics Education, 12(1), 128138. Pepin, B., Biehler, R., & Gueudet, G. (2021). Mathematics in engineering education: A review of the recent literature with a view towards innovative practices. International Journal of Research in Undergraduate Mathematics Education, 7(2), 163–188. https://doi.org/10.1007/s40753-021-00139-8 Singh, B., & Kaunert, C. (2025). Curriculum Design in the Crossroads at Higher Education Institutions (HEIs) Boosting Quality Assurance: Satelliting Intellectual Property, Innovation-Legal Landscape. In Best Practices and Strategies for Online Instructors: Insights From Higher Education Online Faculty (pp. 497-526). IGI Global Scientific Publishing. Stephan, M., & Dieker, L. (2022). Equitable co-teaching practices in mathematics. In Enabling mathematics learning of struggling students (pp. 199-219). Cham: Springer International Publishing. Yabaş, D., & Boyacı, S. (2022). A mentorship model for teacher education: Young STEM researchers and practitioners program. Turkish Journal of Education, 11(1), 36–55. https://doi.org/10.19128/turje.950335