Abstract
The article examines theoretical-scientific problems and shows the peculiarities of the formation of STEM competence of all participants in the educational process when studying physical and mathematical disciplines and natural sciences. When analyzing theoretical and practical data, we developed our own definition of STEM competence and formed the main components and levels that future physics teachers can master in the process of introducing into the educational process various applied programs, robotics tools, virtual laboratories, specialized software and hardware, and as well as their practical activities. Thus, introducing STEM competence solves many issues, such as issues of innovation and creativity, communication, critical thinking, cooperation, selfregulation, pedagogical and psychological skills. Given that STEM is a controversial, context-specific concept in various scientific and technological fields, this set of skills will help all participants in the modern educational process to have the same understanding of the educational field and its intended purpose.
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