From STEM Identity to Engineering Identity: A Critical Review of Theoretical Development and Emerging Research Directions

Abstract

Engineering identity has become an important construct in engineering education research because of its influence on student engagement, persistence, belonging, and professional development. However, its theoretical foundations remain dispersed across psychology, sociology, science education, STEM education, and engineering education. This paper presents a structured critical review of engineering identity research by tracing its development from foundational identity theories through science and STEM identity frameworks to contemporary engineering identity models. Drawing on 49 core publications published primarily between 2000 and 2026, the review shows that engineering identity has gradually consolidated around three core dimensions: interest, performance and competence, and recognition. Contemporary scholarship, however, has expanded beyond this tripartite structure to include agency, belonging, emotional experience, developmental perspectives, contextual variation, and professional readiness. The review identifies key challenges in the literature, including conceptual fragmentation, methodological concentration, Western-centred evidence, and limited longitudinal understanding. Based on these findings, the paper proposes future research directions that emphasise contextualisation, ASEAN and Global South perspectives, industry readiness and employability, longitudinal inquiry, and more integrated identity frameworks. This review contributes by consolidating the theoretical evolution of engineering identity and clarifying opportunities for future conceptual and empirical development.