The integration of STEM (Science, Technology, Engineering, and Mathematics) in physics education is gaining increasing global attention due to its role in developing 21st-century competencies such as critical thinking, creativity, and technological literacy. This study presents a systematic literature review (SLR) of STEM-based physics education research published in Scopus-indexed journals between 2016 and 2025. Following the PRISMA protocol, 57 articles meeting the criteria were analysed through thematic and descriptive synthesis. The results of the analysis indicate a significant increase in research activity after 2018, with a peak in publications occurring in 2023. Indonesia, Malaysia, and the United States emerged as the main contributors. This review also revealed that Project-Based Learning (PjBL) and Problem-Based Learning (PBL) are the most widely used pedagogical models, whilst technology-based strategies such as Arduino-based digital learning and the flipped classroom appear to be growing in prominence. Although STEM research is growing globally, there remains a gap in theoretical coherence, namely that most studies have not elucidated how the integration of STEM components (S, T, E, M) is applied in research. Furthermore, no studies have examined teachers’ digital readiness when implementing STEM in physics education, and there are limitations in studies across certain educational levels. Future research is recommended to use a longitudinal and mixed-methods approach to examine how STEM integration can enhance scientific literacy and higher-order thinking skills in physics education

STEM education has become an interdisciplinary approach that integrates multiple disciplines to foster students’ skills for addressing global and local challenges. It focuses on learning experiences that embrace cultural diversity and promote contextualized learning within educational settings. This review examines the integration of indigenous ancestral knowledge, traditional knowledge, and intercultural contexts within the STEM educational framework. The systematic literature review followed the PRISMA methodology, including searches across four databases Scopus, Web of Science, ScienceDirect, and Taylor & Francis, focusing on studies published between 2020 and 2024 and applying predefined inclusion and exclusion criteria. Sixteen studies were analyzed, employing qualitative, quantitative, and mixed methods approaches across different world regions, with educational experiences situated in rural, indigenous, and intercultural communities at various educational levels. The results reveal a growing trend toward contextualized and integrative STEM teaching that emphasizes the cultural dimensions of indigenous and traditional knowledge. The findings also highlight the challenges and barriers in curriculum integration, persistent epistemic differences, and the role of STEM education as a tool for epistemic justice. In addition, they point to its potential as a foundation for future research on integrating ancestral and traditional knowledge in diverse intercultural contexts

The fast adoption of generative artificial intelligence (GAI) in higher education has led to the realization of the necessity to study the responses of educators as a professional group, although there is limited empirical research, especially in a new educational setting such as Azerbaijan. This pilot study is a quantitative investigation of the attitudes of Azerbaijani university teachers related to GAI, their adaptations in pedagogy, and the perceived difficulties and support requirements. The information was gathered through an online poll (n=30) in a university with a high level of research. Findings indicate that teachers are aware of the opportunities of GAI to personalize learning and administrative efficiency yet were rated moderately on AI literacy (Mean=3.42) and willingness to apply (Mean=3.21). Some of the key issues were academic integrity, the validity of assessment, and AI-assisted plagiarism. The exploratory analysis revealed that there was a good positive correlation between AI literacy and the perceived usefulness (r=0.759), where active adopters redesigned assessments and adopted process-oriented approaches. However, the conceptualization of institutional support was perceived to be inconsistent (Mean=3.04, SD=1.1). The results show that successful GAI implementation must involve contextualized professional growth and straightforward institutional policies that can resolve ethical and pedagogical issues. Although constrained by sample size, this research has given the first signs of the importance of educator-based support to facilitate responsible AI integration into the modernization of higher education.

Mathematics education in Ghana is increasingly integrating digital technologies to strengthen teaching and learning. This study examined mathematics teachers’ attitudes toward the use of GeoGebra in Junior and Senior High Schools across the Dormaa East, Dormaa West, and Dormaa Central Municipalities. The sample comprised 108 teachers (60 males and 48 females). Guided by the Technology Acceptance Model and informed by the Theory of Planned Behavior and the TPACK framework, the study explored perceived usefulness and ease of use through three domains: emotional attitudes, instructional experiences, and beliefs about cognitive benefits. Data were collected using a structured questionnaire and analyzed with descriptive statistics, Pearson correlation, and one-way ANOVA. Findings revealed generally positive attitudes toward GeoGebra across all domains, with teachers recognizing its value in improving conceptual understanding, visualization, lesson delivery, problem-solving, and student engagement. Significant correlations were found among the domains, while ANOVA results showed no statistically significant gender differences (p > .05). The study concludes that sustained integration requires structured professional development and improved instructional and technical support.

Although effective STEM education depends on teachers’ pedagogical knowledge (PK) to enact student-centred dialogic instruction, limited research exists on PK in sub-Saharan African contexts. This mixed-methods study used a sequential explanatory-convergence design to explore Zambian STEM teachers’ self-reported PK in dialogic pedagogy in science and mathematics. Quantitative data were collected using a validated online survey (α = .953) administered to 186 in-service teachers, and semi-structured interviews with 10 teachers. Quantitative findings revealed that teachers reported high PK, with only the qualification pursued significantly predicting teachers’ self-reported PK. Gender, age, highest qualification, teaching experience, and specialisation did not significantly influence reported PK. Qualitative results indicated that teachers demonstrate adequate knowledge to implement effective instruction in STEM lessons but showed limited ability to anticipate learning difficulties and support productive struggle. Overall, results suggest that teachers are theoretically ready to implement dialogic pedagogy in STEM classrooms. Future research may involve classroom observations and performance assessments to assess classroom enactment.

In order to learn from and share good practices, this article analyses the experiences of Women’s University in Africa (WUA), and its success stories in reducing or removing structural barriers to women’s and other underrepresented groups’ participation in science. With funding from the International Development Research Centre (IDRC) we set to establish WUA’s good practices in gender mainstreaming in science. Data were gathered through a desk study of pertinent reports and University regulations, key informant interviews with important staff members, a gender audit questionnaire, and focus group discussions with students. The study found that the University has a policy of a female: male student ratio of 85%:15%. However, is not yet fully reflected in science, calling for interventions specifically targeted at increasing the uptake of science by female students. As a way of mainstreaming gender, the University adopted flexible study methods, such as face-to-face and open-distance learning among others.

Evolution and genetics play a vital role in understanding biology and are widely recognised as unifying, interdisciplinary concepts in biological research. This study has a dual objective. It first assesses pre-service biology teachers’ (PSBTs) knowledge and misconceptions about evolution and genetics. Secondly, it sought to compare these findings across different levels of study and among participants by gender. A pragmatic, sequential, mixed-methods design was employed, involving 240 PSBTs in their 2nd, 3rd, and 4th years of pursuing a Bachelor of Education Science degree at one university in Ghana. The study collected data from the Test on Evolution and Genetics Concepts (TEGIC), semi-structured interviews, and document analysis. Descriptive, inferential, and descriptive-interpretive statistics were used to analyse the data. The results indicated no significant differences in academic success in evolution and genetics among PSBTs, based on year of study and gender. Moreover, the findings revealed numerous misconceptions among the participants on these concepts. Therefore, the study has implications for stakeholders in biology education, suggesting the implementation of innovative teaching strategies, including technology integration, conceptual map development, simulations, differentiated instruction, and semantic feature analysis in the science classroom to enhance students' conceptual understanding of biology.

Amid global efforts to strengthen STEM education, Physics remains challenging due to abstract topics like gravitation. Many secondary students struggle with conceptual understanding, systematic problem-solving and metacognitive regulation. This study examined the impact of the e-GraVT Module, a digitally delivered, metacognitively oriented intervention on students’ metacognitive and physics problem-solving skills. A quasi-experimental design involved 99 Malaysian Form Four students, divided into treatment and control groups. Metacognition was assessed via the Physics Metacognition Inventory, while problem-solving was evaluated using the MAPS rubric. Analyses of Covariance (ANCOVA and MANCOVA) were conducted to control for baseline differences. Findings indicated that the treatment group achieved significantly higher post-test levels of metacognitive knowledge and regulation than the control group, alongside substantially greater overall problem-solving performance. At the indicator level, large effect sizes for Useful Description and Specific Application of Physics suggest strong gains in constructing meaningful problem representations and applying appropriate concepts in context. These results suggest that embedding metacognitive prompts, graphical–verbal scaffolds and structured conceptual procedures within a digital module may foster higher-order thinking, improving problem-solving sophistication and core STEM competencies. This study highlights the potential of technology-enhanced metacognitive instruction in addressing persistent learning difficulties in secondary physics.

STEM projects are integral to STEM education, fostering critical thinking, problem-solving, and creativity. However, students often struggle with topic selection, methodology, and iterative improvement. This study investigates the integration of Design Thinking (DT) into a year-long STEM project course in a Thai high school, examining how iterative loops impact project originality and feasibility. Using a qualitative approach, data were collected through proposals, progression reports, final reports, and presentations, all of which were analysed using originality and feasibility rubrics. Results revealed that students who engaged in iterative DT processes produced more innovative and practical solutions, while those with minimal iteration faced challenges in originality and feasibility. The findings highlight the importance of structured iteration and feedback in STEM education, providing insights for educators to optimize project-based learning and support effective students in STEM projects.

The knowledge society faces challenges in addressing changes in students’ graduate profiles due to the rapid expansion of artificial intelligence, automation, and smart cities, which has generated the need for an educational paradigm centered on action and informed decision-making. Continuous teacher training constitutes the foundation of new educational proposals in the twenty-first century. This research was conducted through a systematic literature review following the PRISMA methodology applied to the field of education. A mixed-methods descriptive–analytical approach was adopted, supported by qualitative thematic and relational analysis aimed at identifying conceptual dimensions. A total of 96 articles were selected from the Scopus, ERIC, and Web of Science databases with the objective of analyzing the conceptual dimensions involved in the implementation of STEAM education in formal educational contexts. In conclusion, an integrated conceptual model derived from semantic network analysis inspired by Atlas.ti is consolidated. STEAM/STEM education is positioned as the structural core of the model, while teacher training is articulated as a mediating dimension that enables holistic pedagogical and didactic integration with teaching practice, in order to address challenges and leverage opportunities inherent to twenty-first-century education.