Bridging the gap

Integrating STEM into educational practices in Bangladesh

Bibliographic Data

ID22229255
AuthorsA S M Shamsul Arefin (University of Dhaka), Sabbir Ahmed Chowdhury (0000-0003-1652-3204, University of Dhaka, corresponding author), Md Tahmid Anjum Nishat (0009-0005-8571-5818, University of Dhaka)
Year2025
Volume5
Issue3
Publication date2025-03-12
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSN Social Sciences (JOURNAL)
Journal identifiersISSN: 2662-9283 • E-ISSN: 2662-9283
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s43545-025-01060-6
OpenAlexW4408368243
LanguageEN
Citations received2
References cited22

The significance of STEM (Science, Technology, Engineering, and Mathematics) education in equipping students for the demands of the 21st century is widely recognized in the rapidly evolving field of education. Although there have been significant worldwide improvements in STEM education, Bangladesh encounters numerous challenges in adopting its educational methods to meet contemporary STEM standards. This study aims to identify the challenges and suggest a comprehensive approach to successfully integrate STEM education within the context of Bangladesh. The research employed a mixed-method approach, incorporating quantitative surveys with students in grades 8, 9, and 10 from secondary schools, and qualitative interviews with secondary-level science teachers. A total of 100 students and 12 teachers from various secondary schools were chosen as research participants using a convenience selection method. Descriptive statistical analysis was employed for survey questions, while theme analysis was utilised for semi-structured interviews to derive the findings. The study reveals major voids in curriculum design, training of teachers, and allocation of resources that impede the implementation of STEM education. In addition, this study highlights the need for specific professional development programs to improve teachers’ skills and suggests a comprehensive strategy encompassing policy reforms, enhancing technological infrastructure, and strengthening collaboration among stakeholders. The study further recommends the development of STEM curricula that are tailored to the local context and emphasize student-centered participatory learning, project-based learning, and collaborative learning. The integration of STEM into educational practices is presented as a pivotal step towards fostering a knowledge-based economy and achieving Sustainable Development Goals (SDG)

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