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STEM teaching is informed by learning theories. However, current learning theories, such as Constructivism which is probably dominant in Australia, are essentially soft science and therefore based on qualitative, subjective guidelines that are open to interpretation and hence resulting in self-defined standards. A 10-year analysis of over 30 STEM units in seven institutions (two VET and five universities, including an Australian five-star teaching university) found a wide range in the quality of learning outcomes. Some units were far below any reasonable quality expectations (Maj 2021).

The American National Science Foundation (NSF) defined the Science of Learning (SoL) agenda with the goal of optimized learning for all (NSF 2013). This can only be achieved if a learning theory is based on quantitative hard science principles. Within Australia the Science of Learning Research Centre (SLRC) was established. Research papers and reports aside the final SLRC outcome with practical implications was 12 PEN (psychology, education and neuroscience) principles eg, Multitasking impairs memory & learning–all of which fail to meet the SoL objective (Centre nd). SoL research has largely ceased both in Australia and internationally.