Science, technology, engineering, and math (STEM) cafés, often hosted by universities, aim to create an engaging and stimulating environment that enhances adult participants’ interest in various STEM disciplines. The contextual model of learning (CML), emphasizing the interplay between the personal, sociocultural, and physical-environmental contexts, served as a lens to elucidate the complex interactions of motivations underlying participants’ experiences. The findings from interviews and observations underscored the significant influences on attending events, such as personal (e.g., prior interest and prior knowledge), physical (e.g., venue), and social aspects (e.g., socialization with other attendees). The attendees’ interactions with the speakers were also instrumental in gaining more insight into the topics. These findings contribute to the limited body of seminal studies on science cafés, emphasizing the pivotal role of STEM cafés in increasing adults’ interest in STEM and their understanding of the impact of scientific innovations on society.
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