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The term STEM (science, technology, engineering, mathematics) has become one of the key ones in the educational policy of the XXI century. Behind this abbreviation there is a whole ideology of preparing a person who is able not only to assimilate knowledge, but also to apply it in solving complex problems - scientific, technical, economic and social.
The growing interest in STEM is driven by the transformation of the labor market and the changing nature of professional skills. According to UNESCO, more than 70% of new specialties that have appeared over the past decade require at least basic STEM competencies — from data analysis and logical modeling to technical design and working with algorithms. In universities around the world, the share of students choosing engineering and natural sciences is growing steadily: in 2015-2024 - by about 20%. That is why today STEM is considered as a strategic resource for economic development, and its integration into school and university curricula is a priority for national education systems.
Let's tell you what it is and what the point is.
What does STEM stand for?
The acronym STEM combines four areas - Science, Technology, Engineering and Mathematics. The term first appeared in the United States in the 1990s in documents of the National Science Foundation and quickly became part of the academic policy of developed countries. Its meaning lies not in a simple set of disciplines, but in their integration – the formation of a holistic approach to the study of the world based on observation, experiment and design.
The main difference between STEM and traditional science and mathematics education is the emphasis on action. If the classical model is based around theory, then STEM is focused on practice and solving real-world problems: prototypes of devices are created in physics lessons, models of autonomous systems are created in computer science classes, and mini-laboratories are combined in engineering classes, where knowledge from different subjects is combined.
Over time, extended versions of the abbreviation appeared: for example, STEAM, which adds Arts - "art", and STREAM, which includes Reading or Research. These options emphasize the role of humanitarian and creative components, with an emphasis on aesthetics, design, and research skills. However, the basic term STEM retains paramount importance, denoting the core of modern science and technology education focused on the development of analytical thinking and engineering culture.
Principles of STEM Learning
The STEM approach is formed around the idea of integrating knowledge and action. Its task is not just to teach individual subjects, but to teach you to think like a researcher and an engineer: to see a problem, to make a hypothesis, to build a model, to test the result and to present it publicly.
The key principle is interdisciplinarity. Unlike the traditional school or university division by subjects, STEM combines science, technology, mathematics, and engineering design into a single system. A pupil or student solves not an educational problem, but a real one: to create an energy saving system, to simulate a meteorological process, to develop a device for the visually impaired. This requires complex knowledge and the ability to cooperate.
The second principle is the design and research nature of education. Theoretical information is mastered in action: through laboratory experiments, engineering problems, modeling, data analysis. Such a structure forms not only academic knowledge, but also practical skills - planning, teamwork, communication.
The third principle is a focus on the competencies of the future. STEM courses develop critical thinking, systems vision, technological literacy, and the ability to learn throughout life. It is these qualities that become the core of soft + hard skills in the modern economy.
An important element of the STEM paradigm is the engineering design cycle:
- Problem statement,
- Search for solutions,
- Prototyping,
- Testing
- Improvement.
This cycle teaches responsibility for the result and forms a culture of evidence, which is the foundation of modern scientific and technical activity.
STEM in school
In the school system, STEM is implemented as an approach that combines science, technology, mathematics, and engineering creativity. Its goal is to form in students the habit of research, design and independent search for solutions.
Curricula are based on practice-oriented modules. In addition to the classic lessons of physics, chemistry and mathematics, the schedule includes courses in robotics, programming, 3D modeling, and the basics of engineering design; Increasingly, such subjects are taught in the form of integrated projects, where students work on the same task, combining knowledge from different fields.
A popular model is the STEM-lab, a school laboratory equipped with modern equipment where children perform mini-research and create prototypes. The result is scientific work, engineering projects or participation in competitions and Olympiads. Instead of controls and tests, portfolio assessment is used: the quality of the project, argumentation, presentation and team interaction are taken into account.
In many countries (USA, South Korea, Finland, Singapore), school STEM is supported at the state level through grants, partnerships with universities and technology parks. This model allows the student to determine his interests early and move on to an informed choice of his future profession.
From School to University: Bridges and Preparatory Programs
The transition from school STEM education to the university level requires a specially built trajectory. The main task is to preserve research interest and translate it into an academic coordinate system. To do this, many countries have pre-university STEM programs: summer schools, engineering camps, online courses, and preparatory departments at universities. They introduce students to laboratory culture, programming elements, and academic standards for working with data.
An important role is played by Olympiads, science fairs and hackathons, which provide an opportunity to present a project and receive mentorship from university teachers. Such formats become a kind of "bridge" between school motivation and the university research discipline.
For admission, a portfolio of achievements, including project and research work, is increasingly taken into account, and universities assess not only exam scores, but also the student's ability to formulate a problem, plan an experiment, and defend the results.
The STEM Model in Higher Education
In universities, STEM is becoming systematic, combining fundamental sciences, engineering practices, and research work. The bachelor's degree sets the foundation: students study physics, chemistry, biology, computer science, mathematics, and technology, take courses in programming, data analysis, and the basics of project management.
At the master's level, interdisciplinary areas are being formed that combine several fields of knowledge: bioengineering, mechatronics and robotics, computational biology, environmental engineering, and cognitive technologies. Universities are moving from linear study of subjects to a project cycle: students solve problems set by laboratories or industrial partners.
Most programs include research seminars and capstone projects, where the ability to design an experiment, analyze the results, and design publications is formed. Leading universities (MIT, ETH Zürich, University of Tokyo, Technical University of Munich) are setting up joint laboratories with industrial companies and research institutes, turning learning into a constant exchange between science and industry.
At the same time, the persistent myth that STEM is closed to non-specialists is gradually disappearing — modern educational practices show that success in this area depends not on innate giftedness, but on perseverance, consistency, and the desire to solve real problems, and not to reproduce ready-made formulas. At the career level, STEM competencies provide broad mobility: a specialist can move between industries, combining scientific, engineering and management functions. Employers value not so much knowledge of specific technologies as the ability to master and critically assess them.
