STEM education and academic identity

Academic identity formation is essential for student engagement in STEM education. In construction-related fields, degree programs like Construction Management (CM), Construction Engineering (CE), and Construction Engineering Technology (CET) have distinct curricula and career paths. However, similar program names often confuse, affecting students’ academic choices and career alignment. This study examines how construction students at different academic levels perceive the equivalency of CM degrees compared to CE and CET degrees. Using chi-square tests and binary logistic regression, the results indicate that while early-year students exhibit varied opinions, senior students are significantly less likely to view these degrees as equivalent. This suggests that exposure to advanced coursework, industry interactions, and faculty guidance may refine students’ understanding of discipline-specific learning outcomes. These findings highlight the need for clearer communication regarding academic pathways and professional trajectories within construction-related STEM programs.