Integrating STEM into curricula
A systematic review and proposed implementation framework
Bibliographic Data
| ID | 22165548 |
|---|---|
| Authors | Mohamed Jama Madar (0000-0002-1576-0569, University of Hargeisa), Mohamed Ahmed Sulub (University of Hargeisa), Mohamed Sulub (School of Postgraduate, President of Hargeisa University, Dean of Faculty of Business, Bader International University, Lecturer of Faculty of Computing and Engineering, University of Hargeisa), Fosi Kofal (University of Hargeisa), Ahmed Khalif (University of Hargeisa) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-03-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1717283 |
| OpenAlex | W7133309174 |
| Language | EN |
| References cited | 55 |
Introduction There has been increased interest in improving the quality of education by integrating STEM (science, technology, engineering, and mathematics) education into the curriculum. Scholars suggest that well‐integrated STEM education equips students with diverse skills and real‐world experiences that align with national priorities and industry needs. Despite its potential, many barriers continue to hinder effective STEM implementation. Methods This systematic review examined the challenges associated with integrating STEM education into curricula and explored possible solutions. Following the PRISMA approach, 28 peer‐reviewed articles published between 2015 and 2025 were selected for analysis. A qualitative content analysis was conducted to develop codes, categories, and themes. Results The review identified six key thematic areas affecting STEM integration: (1) systemic barriers, (2) teacher challenges, (3) student factors, (4) curriculum issues, (5) pedagogical gaps, and (6) strategies and solutions. Teacher‐related issues, particularly inadequate professional development and limited interdisciplinary knowledge—emerged as the most fundamental barriers. Resource limitations and policy gaps were also found to be significant impediments. Discussion The findings indicate that teacher empowerment is central to successful STEM integration. To address the identified barriers, this review proposes a comprehensive framework emphasizing robust professional development for teachers, alignment of curricula with industry needs and Sustainable Development Goals (SDGs), pedagogical innovation, and strong policy support. The framework is designed to serve as a generic and adaptable tool for promoting effective and inclusive STEM integration across diverse educational contexts
Curriculum · Curriculum development · Empowerment · Professional development · Thematic analysis · Career Development and Diversity · Educational Methods and Outcomes · Science Education and Pedagogy
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| Highly cited | No |
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