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In recent decades, a transformation in university-level engineering programs has been proposed, shifting towards active, student-centered teaching approaches such as problem- and project-based learning (P2BL). At the same time, interdisciplinary STEM education has taken on a central role in engineering instruction by fostering connections between different disciplines and enhancing the use of scientific skills. In this article, we present the design, implementation, and evaluation of a new curriculum that integrates the P2BL approach within an integrated STEM framework in the Process and Product Innovation Engineering degree at the Dual Engineering School—IMH Campus. We focus on one of the key teaching materials we have developed to structure an approach based on problem- and project-based learning: the long-term interdisciplinary STEM (iSTEM) project. This initiative has been implemented over the past three years in the first semester of the first year of the engineering degree program. We describe its design and execution, followed by an analysis of the evaluation methodology and results in relation to the defined learning objectives. Additionally, we present the evaluation tools used and the findings obtained, assessing both the iSTEM project’s ability to engage students in learning the subject and its impact on their knowledge development. The findings obtained from the various assessment instruments indicate that the implementation of the P2BL teaching methodology enables students to apply core engineering skills in problem-solving, while simultaneously fostering a deep understanding of the concepts, laws, and models from the different disciplines involved. Notably, the results also suggest that the development and application of engineering skills is a gradual process that requires time. Therefore, it is essential for students to continue engaging with the P2BL approach throughout their undergraduate studies.

The past 20 years has seen a growing focus on the integration of Science, Technology, Engineering and Mathematics (iSTEM) disciplines in schools to provide students with authentic experiences in solving real-world problems. A frequently stated aim for iSTEM projects has been increasing engagement and interest in pursuing STEM subjects in senior high school and tertiary studies. In order to better understand the iSTEM projects’ landscape in school classes, this systematic literature review analysed empirical studies of integrated STEM projects carried out in secondary schools to answer the following questions: What are the characteristics of the projects described and to what extent do these projects reflect characteristics of effective STEM projects; and to what extent does research into iSTEM projects in classrooms investigate specific methods of integration of STEM domains? Thirty-five peer-reviewed publications were identified from database searches that met the following inclusion criteria: (a) integrating two or more of the STEM areas, (b) middle/high school education and (c) explicitly describing the research intervention. The review revealed a diversity of iSTEM approaches in the literature, with Engineering and Science, particularly Physics, the most commonly integrated fields. Concerns are raised about the degree to which projects are relevant to students and their context and address the diversity found within student cohorts. A gap was found in the literature in detailing how teachers and students enact integration of STEM skills in these projects.

The paper aims to examine Thai high school students’ categories of STEM proposal projects. Participants included 200 Grade 10 students in class 1 - 5 who were learning on science course. Students were asked to apply their science and others to develop their STEM projects as the last part of science course. There were 43 STEM projects from class 1 – 5 which were categorized. Methodology regarded interpretive paradigm. Categories of STEM projects were be interpreted through project proposal, students’ presenation, participant observation and conversation interview. The findings revealed that the 43 STEM projects could be categorized into 8 categories. These included 1) internet of things (IoT) for agriculture business, 2) providing computer knowledge for further development of industry or entrepreneur, 3) providing how to apply scientific knowledge/methods as technology for further development of industry or entrepreneur, 4) providing how to apply scientific knowledge/methods as technology for further development of agriculture business, 5) developing scientific model, 6) making consumer products, 7) making medical products, and 8) technology products for industry or entrepreneur. The most of STEM projects were provided in two categories including the project about making consumer products and projects about providing how to apply scientific knowledge/methods as technology for further development of industry or entrepreneur. This paper may implications for enhancing students to do STEM projects.

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.

STEM education is widely recognized as a powerful means of cultivating well-rounded future talent. However, challenges such as difficulties in observation, declining learning interests, and the lack of teaching resources present obstacles to the implementation of STEM education in China. Virtual Reality (VR), with its immersive, interactive, and imaginative capabilities, has the potential to enhance STEM learning by expanding the boundaries of the physical classroom. In light of these considerations and the fact that STEM activities frequently involve project-based learning (PBL), this research conducted a VR-integrated STEM PBL course entitled “Bird Feeder” at a primary school in Guangzhou. The main goal of this research was to investigate how the “VR + STEM” course affected students’ comprehension of scientific knowledge, students’ design and the acceptance of teacher and students. Twenty-seven Grade 6 students (aged 11–12) participated in the course which comprised four lessons. Two VR coursewares with specific content were developed and used as interventions during the course. Data was collected through pre- and post-tests of scientific knowledge, analysis of students’ design drafts, observation of VR learning activities, and interviews. Results from the Wilcoxon matched-pairs signed-rank test (p = 0.000) and content analysis indicated that the “VR + STEM” course significantly improved students’ understanding of scientific concepts, enhanced their design skills, and was well-received by both teachers and students. These findings suggest that VR-based STEM project in primary schools is both feasible and effective in addressing the challenges facing STEM education.

Modern science operates with various methods, among which modeling is one of the most popular. The development of information technology allows the study of analogues (models) with the most significant characteristics of the real object. Modeling activities have been considered as useful teaching method in STEM education. Cloud services (like GeoGebra) are effective means for STEM education. The paper features a methodology of forming modeling skills based on STEM projects, which is grounded on modeling interesting curves of Analytic Geometry course. The content of the methodology is a course in Computer Modeling, which includes a module \"STEM education and modeling\". The module idea is based on the formation of skills required to model interesting curves (ellipse, hyperbola, parabola, conchoid of Nicomedes, limaçon of Pascal, strophoid, cissoid of Diocles, lemniscate of Bernoulli, Cassini oval, cycloidal curves, folium of Descartes, witch of Agnesi, logarithmic spiral). The methodology provides 4 steps (Step 1 – the teacher offers an example of a STEM project, which is discussed in class and solved by the teacher using GeoGebra; Step 2 – students are divided into groups of 3-4 people; Step 3 – the teacher offers a short STEM project (7-10 days), in which students model the curve; Step 4 – students offer their own STEM project (15-20 days), the solution of which is based on the modeling of an interesting curve). To test the effectiveness of the developed methodology, a pedagogical experiment was organized (2019-2021), which was joined by Master's students majoring in \"Secondary Education (Mathematics)\" and \"Secondary Education (Computer Science)\". Makarenko Sumy State Pedagogical University (Ukraine) was the experimental base. The effectiveness of the proposed methodology is proved by the sign test at the significant level of 0.05.