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STEM

The term STEM refers to strategic approaches to integrate curricula of various areas in the physical, medical, biological sciences; computer and technology-related sciences; engineering; and mathematics. Common definitions of the disciplines found in the acronym support the rationale for integrating these various fields.

Science: The study and understanding of the physical or natural world.

Technology: How things work, or how the natural world can be manipulated to satisfy people’s needs.

Engineering: Using knowledge of the physical world to design and construct practical applications that are useful to humankind.

Mathematics: The science of patterns and the relationships between quantities.

Medicine: The science of diagnosing, treating, and preventing diseases.

STEM-integrated approaches explore the teaching and learning between at least two of these disciplines as one cohesive unit, rather than in silos as separate subjects. STEM curricula focus on revised pedagogic approaches that include more inquiry and project-based learning rather than traditional lecture-based strategies. The move toward a more learner-centered approach to delivering STEM can be considered as grounded in a constructivist framework. It is expected that these types of learning activities provide a basis for the organization of various concepts in science, technology, engineering, mathematics, and medicine; thus, guiding learners toward constructing their own knowledge on how the disciplines are connected and consequently encouraging higher-order thinking and subsequent long-term learning. Although medicine is not commonly included in the traditional definition of STEM, it is nonetheless an important component, since the manner in which medicine is currently taught and practiced includes aspects of the other disciplines, especially when one considers the advances made in diagnostic machines, the use of technology in surgical simulations and procedures, and biomedical materials for implants.

The approach to integrating the various disciplines is an emergence of enhancing critical thinking and quantitative reasoning as is used in solving real-life problems. These skills, therefore, become translatable into adequately preparing a workforce that will contribute to economic growth and development. In addition, these competencies can facilitate innovative approaches to solving global problems such as climate change, food shortages, health care, and clean energy and water supplies. This entry discusses the development of integrated STEM education, career pathways, how STEM is infused in higher education curricula and applied to real-life problem-solving.

Development of STEM in Higher Education and Careers Pathways

Since the 1980s, organizations such as the National Science Foundation in the United States and the Office of the Chief Scientist in Australia have been instrumental in forging policies geared at strengthening amalgamated approaches to teaching science, technology, engineering, mathematics, and medicine as means of ensuring that future generations are economically competitive in the global marketplace. The momentum to develop and implement STEM programs has been further fueled by the fact that many countries were reporting a reduction in students’ interest and motivation toward pursuing studies in STEM. This meant that in the future there would be an insufficient number of skilled laborers to satisfy the needs required for a robust economy, which would be in need of specialists such as scientists, technicians, engineers, mathematicians, and medical practitioners.

The STEM initiatives aimed to attract more students to study STEM, particularly at the university level, the objective being to ensure the scientific and technological literacy of the populace by preparing graduates for a plethora of occupations. It was expected that increasing the STEM workforce would provide more professionals adept at engaging in research and development, which are instrumental in leading industrial and technological innovations. Although most countries have been trying to implement STEM education at all levels of their educational systems, studies have shown that generally female students at the tertiary level are less interested than males in pursuing STEM-related degrees. Some observers believe this lack of interest may be due to occupational preference and work–family imbalance. Accordingly, STEM programs in higher education are prioritizing the need to address gender disparities within the profession and academia.

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