This study investigates the role of Science, Technology, Engineering, and Mathematics (STEM) education in shaping students’ intention to engage in citizen science activities. Focusing on high school and university students in the Republic of Macedonia, a survey was conducted with 174 participants. The structured questionnaire measured STEM education quality, interaction, perceived functional and epistemic value, and intention to participate in citizen science. Data analysis was performed using Partial Least Squares Structural Equation Modelling (PLS-SEM), with SmartPLS4, ensuring rigorous evaluation of the proposed research model.

The results demonstrate that the quality of STEM education and interactive teaching methods significantly enhance students’ perceived epistemic value of STEM disciplines. This epistemic value, characterized by students’ intrinsic interest and recognition of STEM’s contribution to their education, emerged as a critical predictor of their intention to engage in citizen science projects. Service quality, including the adequacy of materials and teacher expertise, and innovative teaching approaches promoting student participation, had a notable positive impact on epistemic value. Functional value, describing the perception of practical and career benefits of STEM education, showed no direct effect on the intention to participate in citizen science, underscoring the importance of encouraging curiosity and intellectual engagement over utilitarian perspectives.

The study provides actionable insights for educational stakeholders. Policymakers can prioritize investments in STEM-specific teacher training, developing creative teaching materials, and integrating citizen science into curricula. These efforts could amplify STEM education’s perceived relevance and societal impact. For educators, the findings emphasize the value of participatory and interdisciplinary learning strategies. Educators can inspire greater engagement and promote long-term interest in scientific inquiry by involving students in real-world scientific activities and emphasizing the connections between STEM education and societal challenges. Further implications extend to curriculum developers, who are encouraged to incorporate dynamic and inquiry-driven content that aligns with the needs of modern science and society. Enhanced focus on collaborative and problem-solving skills within STEM education could empower students to transition seamlessly into citizen science initiatives, contributing to broader scientific literacy and active civic participation.

In conclusion, this research highlights the critical role of high-quality and interactive STEM education in developing students’ interest and participation in citizen science. By bridging the gap between academic learning and real-world application, STEM education can serve as a catalyst for building a scientifically knowledgeable and engaged society in the Western Balkans and beyond.

Keywords: STEM Education, Citizen Science, High School Students, University Students, Epistemic Value, Functional Value, Interactive Teaching Method, Curriculum Development, Structural Equation Modelling (PLS-SEM), SmartPLS4.