Needed are integrated STEM education projects in context of 21st century


Acronym STEM stands for “Science, Technology, Engineering and Mathematics.” In education, STEM has emerged a subject that includes mostly multi-disciplinary project-based learning where students and subject teachers work together to solve real world problems. A felt global urgency exists to improve STEM education  which is now driven by environmental and social impacts of the fast changing technologies, knowledge explosion and employability skills in the twenty-first century. 

In many countries, the STEM educational reforms are being attempted to work out a STEM education conceptual framework in authentic contexts.  It has been felt that students often get disinterested in isolatory  and compartmentalized science and mathematics learning with crosscutting concepts and connect to present day real-world applications. 

According to Thomas and Watters (2015, p. 42), the current global challenges as 'climate change, overpopulation, resource management, agricultural production, health, biodiversity, and declining energy and water sources' highlight a concern for improving STEM education by integration and designing interventions for efficient and effective education. (Thomas, B., & Watters, J. (2015). Perspectives on Australian, Indian and Malaysian approaches to STEM education. International Journal of Educational Development, 45, 42–53.)

Our world has become increasingly complex, volatile and uncertain. Education plays a crucial role in preparing young people for a future of complex challenges such as globalization, digitalization and climate change....(There is need to) offer high-quality science and technology education in order to provide young learners with the relevant knowledge to understand scientific and technical interrelations. Additionally, skills such as creative problem solving, the ability to innovate, and critical thinking – known as “21st century skills” – are increasingly important for openly embracing change and conscientiously shaping the future. ( Siemens Stiftung Foundation, https://www.siemens-stiftung.org/en/foundation/education/)

Some institutions have the credit based learning module of: 40 hours of community service or with dedicated time for organizations of their choice. as STEM education projects which have mutual benefits

 Schools can partner with local industry or funding organisations or higher education institutions for STEM-based credits based short courses. Such modules must enhance school student’s STEM foundation with  each session to facilitate cross-connection between STEM areas

Educational institutions have been advised to add complementary or supplementary STEM modules to their curriculum to engage students to develop critical and creative thinking as well as design thinking to work towards solutions to the challenges of sustainability,climate change, over-population, food problems, employment, exploitation, inequality and exclusion

Since all-inclusive STEM education programmes are not being offered at the school level, it is suggested to the schools must design and try project-based modules as classroom interventions.

 




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