Project-Based, Experiential, and Integrated Learning in STEM Education: A Global Perspective
[Editorial Essay]
DOI:
https://doi.org/10.46328/ijemst.5854Keywords:
International, Experiential learning, Integrated learning, Project-based learning, STEM educationAbstract
As we continue to navigate the complexities of the twenty-first century, STEM education trends provide a road map for developing a generation of learners who are prepared to face tomorrow's challenges with creativity, critical thinking, and a thorough understanding of the interconnectedness of their world. The collection of papers in this special issue examines the dynamics of STEM education from a global perspective. Papers range from early childhood education to higher education. This editor’s essay provides an overview of each of the 19 articles and their contributions to the expanding research on STEM education. Included is a mix of empirically focused action research studies, literature reviews, and meta-analyses conducted by researchers and researcher-practitioners from Serbia, Philippines, United States, Indonesia, and Turkey. Five main themes emerge: (1) Computational thinking in STEM education, (2) Embracing mathematics in STEM education, (3) Knowledge, competence, and support structures in the STEM setting, (4) STEM Integration: Integrated learning, Equity, accessibility and inclusion, and (5) Assessment, identity and diverse learners in the STEM.
References
Normore, A.H. (2025). Project-based, experiential, and integrated learning in STEM education: A global perspective. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 13(6), 1317-1327. https://doi.org/10.46328/ijemst.5854
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