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Including humanitarian subjects into a core curriculum within STEM fields (science, technology, engineering and math) is viewed as a favorable condition for students to take full advantage of a well-rounded education. Meanwhile, STEM students, often driven by narrowly specialized outcomes, feel like they are being forced to engage in non-science fields. As a result, the courses they consider to be irrelevant, commonly fade in their memory. Considering such limitations, the study examines the relevance and process ...