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Abundant research conducted in many countries has underlined the critical role of Science, Technology, Engineering, and Mathematics (STEM) in developing human capital in fields important to a nation’s global competiveness and prosperity. In the Gulf Cooperation Council (GCC) States, recent long-term policy plans emphasize the ever-increasing need of transition to a knowledge-based economy and preparing highly qualified nationals with credentials in STEM fields to meet the current and future needs of the labor market. Yet, despite multiple educational reforms and substantial resources, national and international indicators of student performance still demonstrate insignificant improvement in GCC students’ achievement in STEM subjects. Demonstrably, the GCC youth still lack interest in STEM careers and represent low enrollment rates in STEM fields. This paper presents the results of a systematic review conducted on STEM education research in GCC countries. The review seeks to contribute to the body of the existing STEM literature, explore the factors influencing student participation in STEM, and identify the gaps in STEM education research in those countries.

With the rapid increase in the number of scholarly publications on STEM education in recent years, reviews of the status and trends in STEM education research internationally support the development of the field. For this review, we conducted a systematic analysis of 798 articles in STEM education published between 2000 and the end of 2018 in 36 journals to get an overview about developments in STEM education scholarship. We examined those selected journal publications both quantitatively and qualitatively, including the number of articles published, journals in which the articles were published, authorship nationality, and research topic and methods over the years. The results show that research in STEM education is increasing in importance internationally and that the identity of STEM education journals is becoming clearer over time.

Educational robotics, as emerging technologies, have been widely applied in the field of STEM education to enhance the instructional and learning quality. Although previous research has highlighted potentials of applying educational robotics in STEM education, there is a lack of empirical evidence to investigate and understand the overall effects of using educational robotics in STEM education as well as the critical factors that influence the effects. To fill this gap, this research conducted a multilevel meta-analysis to examine the overall effect size of using educational robotics in STEM education under K-16 education based on 30 effect sizes from 21 studies published between 2010 and 2022. Furthermore, we examined the possible moderator variables of robot-assisted STEM education, including discipline, educational level, instructor support, instructional strategy, interactive type, intervention duration, robotic type, and control group condition. Results showed that educational robotics had the moderate-sized effects on students’ STEM learning compared to the non-robotics condition. Specifically, educational robotics had moderate-sized effects on students’ learning performances and learning attitudes, and insignificant effects on the improvement of computational thinking. Furthermore, we examined the influence of moderator variables in robot-assisted STEM education. Results indicated that the moderator variable of discipline was significantly associated with the effects of educational robotics on STEM learning. Based on the findings, educational and technological implications were provided to guide future research and practice in the application of educational robotics in STEM education.

STEM education has received increasing attention in recent years. However, developing valid and reliable assessment of interdisciplinary learning in STEM has been a challenge. This study is a comprehensive review of assessment of interdisciplinary STEM education during the last two decades. A total of 49 empirical research articles were collected from an initial library of 635 articles focusing on interdisciplinary STEM education. A two-dimensional framework was developed to examine the literature. The first dimension concerns the nature of disciplines being assessed and includes three categories: monodisciplinary, interdiscipline, and transdiscipline. The second dimension concerns the learning objectives and includes four aspects: knowledge, skill, practice, and affective domain. The results show that most assessments focused on assessments of monodisciplinary knowledge, monodisciplinary affective domains, and transdisciplinary affective domains. Although many programs aimed to improve students’ interdisciplinary understanding or skills, their assessments did not align with their aims. Based on the review, future directions are proposed for developing assessments for interdisciplinary STEM educational programs.

Due to the COVID-19 pandemic, school closures were mandated by governments across the globe. This necessitated an abrupt shift to online/distance teaching. Through a mixed-methods study, the authors explored STEM teachers’ transition to online teaching and learning in a Canadian context. This subset of the larger study investigated (i) teachers’ views of and attitude toward online teaching and (ii) successes and challenges encountered with online teaching. Data were collected through an online questionnaire administered to 70 Grade 1–12 science/STEM subject teachers in a Canadian province between May and July 2020. Findings are discussed through the lens of self-efficacy theory and the technological pedagogical content knowledge (TPACK) framework. Results indicate that despite few successes, teachers faced a wide array of challenges that negatively affected their attitudes and views toward online teaching, and that the support received did not parallel their expectations. Teachers’ experiences, self-efficacy, and technological competency slightly enhanced their views of online teaching but were not sufficient to shift their mindset. Recommendations include effective professional development initiatives and support for teachers to facilitate teachers’ transition and enhance their personal views toward online teaching.

BackgroundWith the remarkable attention being paid to STEM education nationally, with the growing engagement of universities and colleges in STEM education reform, and with the rise of STEM education centers, SECs, assisting universities as they strive to achieve these reforms, this research provides insight into the roles of six SECs. Through a multi-dimensional cross-site comparison, we provide a lens into the ways in which SECs function on their campuses, illuminating possibilities for those seeking to strengthen undergraduate STEM education.ResultsSECs play an important networking role on their campuses, where they inform and unify institutional efforts, serving to elevate their visibility and importance both internally and externally. Through their scholarship, SECs contribute to the knowledge base and provide funding, which add resources and incentives for the implementation of evidence-based instructional practices (EBIPs) and STEM education research. SECs augment these efforts with the assessment and evaluation of learning outcomes and curricular innovations. Additionally, SECs act as an internal resource for faculty and instructors providing programs and training to foster the application of EBIPs in STEM courses. Several SECs provide the infrastructure for broader impact activities, and act as an external funding resource.ConclusionsSTEM education centers make key contributions to their institutional environments. While the individual roles of these SECs on their campuses are distinctly unique, an in-depth look across six SECs reveals common areas of focus that allow these centers to enhance the undergraduate teaching and learning experience. Our results suggest that the ability of SECs to link STEM education research with teaching and learning initiatives provides a breadth of impact and attention across organizational levels. The analysis describes the ways in which these centers support institutional goals for undergraduate STEM education and relates these to areas of national priority. This research was carried out as part of a broader study, which informs the organizers of NSEC, the network of STEM education centers.

This special issue introduces recent research on mathematics in interdisciplinary STEM education. STEM education is widely promoted by governments around the world as a way of boosting students’ interest and achievement in science, technology, engineering, and mathematics and preparing STEM-qualified workers for twenty-first century careers. However, the role of mathematics in STEM education often appears to be marginal, and we do not understand well enough how mathematics contributes to STEM-based problem-solving or how STEM education experiences enhance students’ learning of mathematics. In this survey paper, we present a narrative review of empirical and conceptual research literature, published between 2017 and 2022. These literature sources are organised by a framework comprising five thematic clusters: (1) interdisciplinary curriculum models and approaches; (2) student outcomes and experiences; (3) teacher preparation and professional development; (4) classroom implementation and task design; and (5) policy, structures, and leadership. We use the framework to provide an overview of the papers in this issue and to propose directions for future research. These include: investigating methods and rationales for connecting the constituent STEM disciplines so as to preserve the disciplinary integrity of mathematics; clarifying what is meant by student “success” in interdisciplinary STEM programs, projects, and other educational approaches; moving beyond classroom practices that position mathematics as just a tool for solving problems in other disciplines; understanding what makes a STEM task mathematically rich; and asking how STEM education research can productively shape STEM education policy.

Currently, STEM education often emphasizes performance on final exams, which can undermine the development of students' intrinsic motivation and long-term career interests. This focus on assessment results leads to a narrow approach that neglects the broader goals of engaging students in meaningful learning experiences. This study investigates the impact of an intelligent robotics-enabled STEM education project (IRESEP) on the interest levels of elementary school students in Beijing, involving 42 students (aged 10-12, from Grades 4 to 6) and a STEM teacher. The IRESEP was designed using effective teaching strategies such as phased teaching, blended learning, life-oriented teaching, and project-based learning. A mixed-methods approach was employed, combining quantitative and qualitative analyses to examine motivation mechanisms and influencing factors. Quantitative data were gathered through student questionnaires assessing basic information, STEM motivation performance, and influencing factors, analyzed using descriptive statistics, independent sample t-tests, cluster analysis, correlation analysis, and regression modeling. Qualitative insights were derived from interviews with both teachers and students. Results indicated that the IRESEP significantly enhanced students' cognition, interest, and abilities in STEM, while also increasing their willingness to pursue STEM careers. Key factors influencing students' STEM motivation included Teacher Support, Collaboration Skills, and Positive Academic Emotions. These findings suggest that intelligent robotics-based STEM projects should prioritize teacher support, collaborative learning, and positive educational experiences to effectively foster student motivation. The study offers a practical framework for designing engaging STEM programs that not only enhance student interest but also support their career aspirations in primary education.

PurposeThe paper innovates on the existing literature by assessing the gender gap in Science, Technology, Engineering and Maths (STEM) tertiary education enrolment and career choice in a small country setting and by extending on Master and Meltzoff (2016) theoretical framework to provide a holistic explanation of the gender disparity through a mix of personal, environmental and behavioural factors. The study first probes into the existence of potential gender disparity in STEM tertiary enrolment in Mauritius. Second, in contrast with existing studies where selective factors are used to measure the gender gap in STEM education, this paper investigates into a combination of personal, environmental and behavioural factors that may influence participation in STEM education and career.Design/methodology/approachThe study uses a survey of 209 undergraduates enroled in the main public university and investigates into the existence of a gender gap in STEM tertiary education enrolment and the reasons behind this disparity. Consistent with the theoretical model, the empirical analysis also investigates into the work environment (which cannot be measured from the survey), via semi-structured interviews of 15 women in STEM professions.FindingsThe logit regression results first reveal the existence of a gender disparity in the choice of STEM-related degrees. The probability of a female student to enrol in a STEM degree is lower than that of a male student, after controlling for all the personal, environmental and behavioural factors. The most important set of reasons influencing the student's STEM degree choice are self-efficacy and the student's academic performance in STEM subjects at secondary school level. The findings also demonstrate that young women are relatively more likely to choose STEM degrees than their male counterparts when they are supported by their family, school and teachers. There is further evidence of lower participation of women in STEM professions as well as significant challenges which women in STEM careers face compared to their male colleagues.Originality/valueThis study adopts a holistic framework to assess the factors that hinder women's participation in STEM tertiary education and career in Mauritius.

The aim of this study is to determine the effectiveness of using ChatGPT, an artificial intelligence-supported tool, to overcome the challenges in the implementation of early childhood STEM education based on teachers’ views. In the study, a case study, which is a qualitative research method, was used. The participants of the study consisted of 43 early childhood teachers specialized in the field of STEM education who were determined by purposeful sampling method. Within the scope of the study, a training program was developed for teachers to integrate ChatGPT into early childhood STEM education and teachers voluntarily participated in this program. During the training process, the researchers collected data through observation reports and semi-structured interviews conducted after the training. The collected data were subjected to content analysis using MAXQDA software, and themes, categories and codes were identified. The findings revealed the teachers’ views that the use of ChatGPT in early childhood STEM education would be beneficial. It was determined that ChatGPT would provide advantages such as guidance, effective use of existing materials, the opportunity to design student-specific activities, and the potential to complete teachers’ missing knowledge. However, teachers also think that ChatGPT may cause negative situations such as technological addiction, regression in social skills, damage to the teacher-student relationship and misinformation. In conclusion, ChatGPT can benefit students’ education.