From competition to discovery: How CASTIC enriches science learning

Science and technology innovation competitions are increasingly recognized as a way to enrich science education and nurture future talent in science, technology, engineering, and mathematics (STEM). By inviting students to investigate questions, develop projects, and solve problems, these competitions offer opportunities to engage in scientific inquiry that extends beyond the conventional classrooms. 

A study published on December 13, 2024 in ECNU Review of Education examines the educational value of the China Adolescents Science and Technology Innovation Contest (CASTIC), one of China's prominent science and technology competitions for young people. Conducted by Xian Song and Wenwen Zhu of the Shanghai Science and Technology Museum, the study investigates how CASTIC supports science education, shapes talent development, and advances its educational aims. Focusing on the Shanghai division, the researchers examine the learning environments, learning processes, and talent development models that have taken shape around the competition.

Using a multi-case study design, the researchers interviewed science and technology teachers, competition coaches, and educators from schools and science clubs involved in CASTIC. They also examined how schools and science organizations organize talent development and support students throughout the competition process. The findings suggest that CASTIC brings together a learning ecosystem that extends well beyond formal schooling. Rather than relying on classroom instruction alone, the competition connects schools, science clubs, universities, research institutions, and competition venues. Through these connections, students gain opportunities to engage in scientific practices, from identifying research questions and reviewing literature to designing experiments, collecting data, and presenting their findings to expert judges.

Three Learning Environments That Support Scientific Development

This study identified three interconnected learning environments that contribute to students' development. Schools provide science teachers, laboratories, and sustained support, creating opportunities for students to engage in research-based learning over time. Science clubs and extracurricular organizations connect students with experts and specialized training, broadening their access to scientific resources and guidance. Competitions themselves offer opportunities for students to present their research publicly, interact with scientists, and exchange ideas with peers who share their interests. Together, these environments expose students to ways of learning that extend beyond traditional instruction and encourage active participation in scientific practice. Students develop not only knowledge of scientific methods but also experience in collaboration, communication, and interaction with the scientific community. Such experiences can strengthen their connection to science and build confidence in conducting research.

Three Models of Talent Development

This researchers also identify three approaches to talent development associated with CASTIC. The first is a project-based management model, in which schools provide structured guidance, clear timelines, and systematic support throughout the research process. The second is a mentorship-based learning model, through which faculty members offer personalized guidance and support students' intellectual and personal development through sustained interaction. The third is a platform-based training model, typically offered by science clubs, which connects students with external resources, laboratories, and expert mentors.

Across these models, student motivation plays an important role in shaping learning experiences and outcomes. The study suggests that competitions participation can encourage students to move beyond externally driven incentives toward a more intrinsic interest in science and research. Teachers also report that preparing for competitions helps students develop self-management skills, adaptability, and enthusiasm for learning.

The study also identifies several challenges. Access to educational resources remain uneven, meaning that success in competitions may depend partly on the support and opportunities available to students, rather than on their abilities alone. The researchers also point to tensions between competition preparation and exam-oriented schooling. In addition, the lack of systematic follow-up makes it difficult to assess students' long-term development after their participation. Overall, the study presents CASTIC as a platform that brings formal science education into contact with authentic scientific practice.