The rapid changes and instability across virtually all sectors of the economy are shaping the global agenda and necessitating innovative solutions. Both public and private sectors are turning to education, calling for reform and transformation. Simultaneously, there is a growing recognition that education, once acquired, may not suffice throughout one’s career. As a result, higher education institutions are increasingly populated by students who have surpassed their twenties. These "non-traditional" students, in terms of age, are often referred to as mature-aged students in the academic literature.

At the same time, STEM (Science, Technology, Engineering, and Mathematics) programmes are integral to the higher education system, given their substantial contribution to economic development. In recognition of this importance, countries such as Latvia have established strategic goals aimed at increasing the number of graduates from STEM programmes. As a result, universities are tasked with ensuring that STEM students, including mature-aged individuals, graduate with the necessary skills and competencies required by the labour market, while also obtaining degrees that align with the strategic objectives set by policymakers. To achieve this, universities must strategically develop and implement robust support systems tailored to the needs of STEM mature-age students.

The aim of this research is to explore the specific needs and experiences of mature-aged students in STEM, with a focus on how universities can cultivate environments that promote inclusion, support well-being, and enhance academic success. A five-dimensional measurement model (Khatri et al., 2024) has been adapted to study the well-being of mature-age students in STEM programmes at the Bachelor and Master levels, which includes academic, financial, psychological, psychological resilience and relational well-being.

The tasks are formulated as follows:
1. To conduct a comprehensive review of existing literature to understand the specific barriers and challenges faced by mature-aged students, including those related to various aspects of university life;
2. To examine student support systems across Latvian universities, and to assess the impact of these systems on students, including manure-aged, well-being and academic success;
3. To conduct a case study analysis in Riga Technical University on supporting systems to ensure well-being for mature-aged students in STEM programmes.

To achieve this aim, several research methods are employed, including a systematic literature review, desk research, survey research and case study analysis (Riga Technical University).

The main findings underscore that mature-aged students require tailored support structures that address their unique needs, such as flexible learning options, mentorship, and well-being programmes. Institutions that prioritize diversity and implement comprehensive support systems can significantly improve the retention and success rates of mature-aged students in STEM programmes, contributing to a more equitable and inclusive higher education landscape.

Keywords: Mature-aged students, STEM, well-being, diversity, support system, higher education, Latvia.