A systematic review of the current trend of STEM education and its implications for discipline of social science

Abstract

STEM education is being emphasized globally as a way to cultivate talents required in the 21st century as a key to solving current and future problems. This paper investigates the trends of existing education policies, identifies new issues, and discusses how to improve issues when applying STEM convergence education policies using a systematic literature review. Based on this review, the purpose of this study is to identify and analyze current trends in STEM (science, technology, engineering, and mathematics) education and issues arising from international research in the field. The data analyzed consists of a systematic literature review reflecting various issues in STEM education through selection criteria and expert group reviews. Five key issues were identified through a systematic analysis of 19 studies. First, STEM education is widely recognized as an educational trend in many countries, including the United States, Canada, Australia, and Turkey. Second, STEM education positively contributes to the improvement of students' cognitive, affective, psychomotor, and career development. Third, the successful implementation of STEM education requires diverse teaching tools and technologies. In addition, enhancing teachers' expertise in STEM education is a critical factor in its success. Finally, the effective practice of STEM education necessitates diversity, equity, and valid and reliable research designs. The findings of this study provide implications for the strategic direction and implementation of STEM education, along with suggestions for future research.