Online STEM education during COVID-19 period: A systematic review of perceptions in higher education

Abstract

Development of the STEM curriculum played a key role in economic development because it enabled the production of well-qualified production from schools. This development extensively depends on the demonstration of competence in key knowledge areas such as science, technology, engineering, and mathematics disciplines (Dhurumraj et al., 2020). Sustainable STEM education is still in its early stage of development in higher education. Although the COVID-19 pandemic presented unprecedented challenges to this fairly new field, it also helped increase the focus on elements of the Fourth Industrial Revolution, concerning education (Sobrosa Neto et al., 2020). This study systematically reviewed the current articles (n=15) of STEM education in higher education during COVID-19. Results indicated that Faculty members considered the transition from face-to-face to web-based programs effective even though they faced several challenges. Further investigation showed that the application of STEM online learning has helped to increase students’ creativity and the rate of STEM research by both students and faculty members. Comparative studies about the differences between the two modes of STEM learning in higher education programs (face-to-face, online) and how they can be harmonized is suggested.