Status and Trends of STEM Education in Highly Competitive Countries: Country Reports and International Comparison
Abstract
The quantity and quality of talented individuals in STEM (science/S, technology/T, engineering/E and mathematics/M) fields contribute to a nation’s overall competitiveness. Taiwan and many countries around the world are vigorously promoting the training of STEM professionals and the enhancement of STEM literacy for all as one of the key education objectives. Aiming to achieve the following two goals, this book is compiled and published: (1) to strengthen mutual understanding and connections between Taiwan and other highly competitive countries in the area of STEM education, and (2) to give highly competitive countries the opportunity to share their experiences in STEM education. Two editors-in-chief formulated manuscript guidelines including cross-country comparison components. Then, they invited STEM educators from 10 countries in the top 15 countries/economies in the International Institute for Management Development (IMD) World Competitiveness Ranking 2021 to follow the guidelines to write up country-specific chapters. After that, they conducted a peer review of all manuscripts and requested authors to make necessary revisions, and made a cross-country comparison which was presented as the 11th chapter. In addition to the 11th chapter, this book compiles country-specific articles about the STEM education background, the status of STEM education, and trends and issues in STEM education from 10 countries, namely Canada, Finland, Germany, Hong Kong Special Administrative Region, Ireland, Singapore, Sweden, Taiwan, the United Arab Emirates, and the United States of America. Twenty authors of the 11 chapters are listed in this book.
... The integration of Science, Technology, Engineering and Mathematics (STEM) in academia, industry and the community has become a global priority in recent years, especially in highly competitive and developed countries, for example, in Europe, Asia and the United States (Lee & Lee, 2022;Rifandi & Rahmi, 2019;Marginson et al., 2013). This introduction briefly explores the multifaceted aspects of STEM education and its impact on various sectors in academia, industry and the community. ...
... Through the integrated STEM projects and activities, the model seeks to address immediate challenges and contribute to the overall growth and development of the nation. STEM education has been widely studied, embraced and fully implemented in developed countries (Lee & Lee, 2022, Marginson, et al., 2013. This is not, however, the case with developing nations like Uganda. ...
... Integrated STEM education has been fronted by many scholars as a catalyst for socio-economic growth and transformation of developing nations (Lee & Lee, 2022). The ...
The high cost of education, coupled with the high rate of unemployment, is a major concern for developing countries, including Uganda. The economic growth of any developing nation heavily relies on its capacity to create sustainable job opportunities across various sectors. An education based on Science, Technology, Engineering and Mathematics (STEM) can serve as a powerful driving force to overcome barriers and achieve this crucial milestone. The traditional methods of teaching, learning and research in higher institutions of learning (HIL) in Uganda mainly emphasise theoretical knowledge rather than practical skills development. This leads to a wider gap in the skills required of graduates for job creation, industrialisation and stimulating economic growth. This study aims to investigate the key factors that should be considered for the effective integration of STEM education into Uganda’s higher education (HE) in relation to the needs of industry and community development. By adopting integrated STEM education, we envision that empowered graduates will become innovators and job creators. To gather comprehensive insights into the perception of integrated STEM education in HIL, qualitative data was collected from 42 respondents using an online semistructured questionnaire. The data was analysed using descriptive statistics. The study established that although some integrated STEM education exists in academia, industry and the community, its full integration is limited by the inadequacy of quality staff, funding and the rather weak collaboration and partnership between academia, industry and community. The study recommends that there is need to enhance the integration of STEM education into Uganda’s HIL by recruiting quality staff, increasing funding and strengthening collaboration and partnership between academia, industry and community. This will produce skilled graduates who are job creators and highly employable in industry, a requisite for sustainable economic growth in the 21st century.
... Taiwan has consistently demonstrated its prowess in STEM fields, ranking among the top performers in international assessments such as the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS) [1]. This success can be attributed to Taiwan's comprehensive STEM curriculum policy, which emphasizes a holistic, interdisciplinary approach that seamlessly integrates science, technology, engineering, and mathematics through hands-on, project-based learning [2,3]. ...
... In Taiwan, the curriculum framework for STEM education has been a subject of significant research and development. Ku and Lin [1] conducted a study on the status and trends of STEM education in Taiwan, highlighting the importance of integrating science, technology, engineering, and mathematics into the curriculum. They emphasized the efforts of the Technological and Vocational Education Research Center and the K-12 Education Administration in promoting STEM education in Taiwan. ...
... This integration has been achieved through the development of interdisciplinary teaching materials and the provision of specialized training for teachers. Furthermore, the establishment of STEM resource centers across the country has provided teachers with access to updated teaching resources and educational technology tools [1]. The curriculum policies in Taiwan also prioritize the cultivation of students' interest and motivation in STEM by incorporating project-based learning and extracurricular activities [3]. ...
The aim of this comparative study is to analyze the STEM (Science, Technology, Engineering, and Mathematics) design curriculum policies in Taiwan and Thailand, focusing on their potential impact on national development.
The research examines three key areas: 1) STEM educational developmentpolicies; 2) curriculum frameworks; and 3) teacher professional development. The methods employed in this study include a comprehensive review of relevant literature, policy documents, and curriculum frameworks from both Taiwan and Thailand. The analysis involves a comparative approach to identify similarities, differences, and best practices in STEM education policies and implementation strategies. The results indicate that both Taiwan and Thailand recognize the importance of STEM education for driving innovation and economic growth. However, Taiwan demonstrates a more comprehensive STEM policy framework and a stronger commitment to developing a skilled workforce. Taiwan’s curriculum framework emphasizes hands-on, project-based learning, interdisciplinary integration, and the incorporation of modern technologies, fostering critical thinking, problem-solving, and collaborative skills among students. In contrast, Thailand is in the early stages of establishing STEM regulations and aligning curricula with industry needs. Thailand’s evolving curriculum framework shows promise in promoting creativity, critical thinking, and practical problem-solving abilities. Regarding teacher professional development, Taiwan has a well-established system of ongoing training and industry-school collaboration, while Thailand is in the process of creating a STEM teacher competency program.
The key conclusion of this study is that Taiwan’s well-developed STEM policy framework, with its focus on curriculum design and teacher professional development, demonstrates a more holistic approach to promoting STEM education compared to Thailand.
Despite Thailand’s early stage of implementation, the country is showing encouraging progress in aligning its STEM policies with national development goals. The findings suggest that a comprehensive and integrated approach to STEM education, encompassing policy development, curriculum design, and teacher professional development, is crucial for effectively promoting economic growth and innovation in both Taiwan and Thailand.
... A principios de la segunda mitad del siglo XX comenzó a resaltarse la importancia de la educación STEM (acrónimo de Ciencia, Tecnología, Ingeniería y Matemática, en inglés), aunque desde dimensiones y preocupaciones diferentes (Martín-Páez et al. 2019;Razi y Zhou, 2022). Por un lado, se destacaron razones geopolíticas-económicas y de distribución de poder, que oficiaron de fuerza impulsora de la carrera por lograr la hegemonía científico-tecnológica en la cual se embarcaron las grandes potencias y otros países (Lee y Lee, 2022;Razi y Zhou, 2022). Por otra parte, se enfocaron en la necesidad de acompasar la formación de recursos humanos en STEM a la demanda laboral, para sortear la brecha que se preveía para los siguientes años, lo cual sigue siendo vigente actualmente. ...
Este trabajo tiene como objetivo indagar las actitudes del estudiantado de Enseñanza Media Superior de Uruguay hacia la ciencia escolar. Se aplicó el cuestionario del proyecto internacional ROSES a una muestra representativa (623) de estudiantes de primer año de Enseñanza Media Superior pública. Luego del Análisis Factorial Exploratorio, los casos se clasificaron en tres conglomerados para el análisis descriptivo y jerárquico. El estudio reveló tres perfiles de estudiantes según su valoración de la ciencia escolar para la vida, y de las actividades curriculares, y su afinidad por las asignaturas y carreras de ciencia y tecnología. El más representado (47,2 %), acordó con que las actividades curriculares ayudan a aprender, mostró desacuerdo con el valor de las asignaturas de ciencias para la vida y no mostró afinidad por las asignaturas o carreras de ciencia y tecnología. Otro, medianamente representado (35,6 %) mostró desacuerdo con la utilidad de las actividades curriculares para aprender ciencia, valoró positivamente las clases de ciencias y no mostró afinidad por las asignaturas o carreras de ciencia y tecnología. El menos representado (17,2%), mostró acuerdo con las actividades y el valor de la ciencia para la vida y afinidad por las asignaturas o carreras de ciencia y tecnología.
... Therefore, inconsistencies persist in terms of the objectives, comprehension, context, and implementation approaches of technology education [10]. While certain nations like New Zealand and Sweden allocate technology education as a separate subject, others (i.e., Germany, Austria, Estonia, and Finland) mention it merely as a subsection of a science-related subject, like physics [13,14]. For example, in Germany, the absence of statewide educational standards leads to varying curricula among states, impacting the scope, standards, and time allocated to technology education [6,11]. ...
Technology's growing impact is spreading across all aspects of our society, including the realm of K12 education. Past research has mainly focused on STEM subjects, often overlooking the aspects of technical understanding, artifact functionality, design, and problem-solving. As a result, there is a lack of consistent standards in the definition, aims, and implementation of technology education, which affects teachers' competence and confidence in teaching technology. Recognizing this research gap, this study examines first the relationship between teachers' confidence in working with technology and its direct influence on their perceived self-concept of technological skills and, consequently, the overall impact on their self-efficacy in the technological field. We report on quantitative and qualitative data from surveys and interviews from N = 16 German teachers in public primary schools. The results indicate that teachers with low levels of anxiety in working with technology tended to think of themselves as more competent in that area. The findings underpin how confidence in using technology plays a pivotal role in shaping teachers' perceptions of their technological skills, ultimately impacting their confidence in effectively teaching technology-related topics. By highlighting these connections, our study aims to contribute to the research regarding the development of teacher training programs and improve the quality of STEM education.
... In addition to the above formal learning channels, students may participate in STEMrelated ESD/SDG activities through non-formal learning modes. There are a variety of on-and off-campus fairs, competitions, and workshops involving STEM-related ESD/SDG activities (Ku, & Lin, 2022). Teaching materials used in those activities are varied. ...
Education 5.0 emphasises not only the integration of technology in education but also a humanitarian approach by incorporating artificial intelligence. This approach focuses on the emotional, social, and intellectual growth of students, aiming to enhance their overall learning experience and foster sustainable learning outcomes for holistic societal development. AR and VR play a crucial role in this transformation, offering immersive and interactive learning environments. Despite their significant benefits, AR and VR technologies are still evolving, presenting new challenges for educators and students as they advance. This chapter explores the transformative potential of AR and VR in enhancing learning outcomes within self-directed learning programs. It examines how these immersive technologies can create interactive and engaging experiences that promote better retention and application of knowledge. This chapter bridges theory and practice, providing educators, designers, and policymakers with better insights on using AR and VR to enhance self-directed learning.
The study aims to investigate the status and quality of Senior High School’s Science, Technology, Engineering and Mathematics (STEM) education in Ghana since its inception in 2018. Following the utilization of positivist and interpretivism paradigms, the triangulation design convergence model was adopted to collect qualitative and quantitative data from 212 students and 17 teachers across two STEM schools using document analysis, questionnaires, interviews, and observations with equal weighing informing the interpretation. The analysis showed that the STEM curricula in the schools aligned with Ghana's STEM Education policy, with sufficient resources to support its implementation. However, student performance was average attributed to teachers' lack of experience in teaching STEM subjects. The study recommends a full integration of STEM curricula from early education through university to foster critical thinking and creativity. In-service teachers in STEM schools should be taken through rigorous professional development training on how to teach what they know to maximize their students’ interest. Furthermore, education training providers should design the rudiments of teaching STEM subjects and train pre-service teachers specifically for STEM Education. Finally, the Ministry of Education should establish efficient resource procurement systems to ensure the continuous supply of resources to STEM schools.
Currently, the hospitality and tourism industry in Thailand is at a state of great flux. This, therefore, calls for a highly competent and versatile workforce to deal with this situation. For this paper, we shall attempt at providing an overview of the current skill set from the current workforce involved in the hospitality and tourism industry in Thailand. We also attempt to identify the prevailing opinions of the managerial personnel on different work aspects, which include the perception of the skills that Thai workers possess. Moreover, the paper looks at what the managers would want and hope for in the future workforce, and the strategies applied to develop such skills in workers soon. This qualitative research approach is employed to dig deep into the minds of key decision makers in Thailand by way of in-depth, one-on-one, or small group interviews to document and consolidate the insights and viewpoints of distinguished executives and top-level decision makers belonging to prestigious hotel and tourism conglomerates in Thailand. The findings of our research unmistakably indicate that the hospitality industry in the country is doubtless in a growth and prosperous period, where it successfully meets various and constantly changing preferences among tourists coming for different purposes. With the tourism industry in Thailand mushrooming, it is vital to establish what has contributed to such success. With more and more people globe-trotting and with tourists pouring in droves into Thailand, the need for a skilled workforce within the hospitality industries is at an all-time high. It therefore becomes relevant during these times of change to identify the skillset of the personnel at work within this vibrant industry. Deep inside the minds of managerial professionals, we can gain a clear insight into how they perceive the current workforce. By conducting comprehensive interviews on an individual and small group basis, we hope to capture the capability and strengths of the Thai workforce with a great degree of subtlety. Second, we also attempt to find out what aspirations and expectations the managers have from the future workforce. The resulting skills and competencies will have to be identified as the industry continues to evolve, but by exploring strategies utilized to develop such skilled labor, we expose the preparations being made for the workforce of tomorrow. Our qualitative research methodology enables us to interact directly with key decision-makers in the industry. We have thus gathered much information and opinion by involving those senior executives and senior-level decision makers of reputed hotel and tourism conglomerates. Their valuable insights helped us to closely look into the current scenario and aspects which still needed to be improved. Our findings clearly revealed that the hospitality industry in Thailand is one of the fastest growing and most successful sectors. It has satisfactorily adapted to the increasing and changing tastes and preferences of the tourists coming from different parts of the world. On the other hand, innovation and high-quality service have allowed this industry to satisfactorily address the needs and desires of its guests. Conclusion Our study puts light on the change which the hospitality and tourism industry of Thailand is experiencing at present. The following sections provide a broad outline of the skillset of the workforce, based on in-depth interviews with managerial professionals. We have taken a closer look at what industry leaders expect and/or hope for in the future workforce, and how they are developing the skills necessary to meet those expectations. This research supports the notion that the hospitality industry is increasing its growth to meet the demands of a multifaceted global customer base.
Additive manufacturing (AM) and 3D printing (3DP) offer unique opportunities for experiential learning and practical application in engineering education. In developed countries, AM is integrated into engineering education to train mechanical engineers. However, existing research has not investigated the integration of AM and 3DP into higher education in developing countries. Semi-structured interviews were conducted with students and educators from mechanical engineering programs in Vietnam to examine AM usage in engineering education. Our study revealed that no curricula or policies to integrate AM into classrooms exist in the participating institutions. Engineering schools are attempting to introduce 3DP to students through short courses, but educators have inadequate training. The lack of consistent communication among institutions has hindered the growth of 3DP education. Therefore, to meet the standards of Industry 4.0, it is crucial to have policies and funding in place to promote AM growth among first-year engineering students.
This research establishes a comparison between Finland and Saudi Arabia, specifically on the educational management system and teachers’ role in the identification and cultivation of gifted students. Accordingly, a review of related literature was conducted, including studies on giftedness, educational management, and teacher roles in both countries. Findings are detailed as follows: both systems must enhance their processes of identifying and supporting gifted students; in Finland, gifted students need tailored treatment, while Saudi Arabia must develop more rigorous identification methods. Pedagogical training programs must also be updated to arm teachers with the essential competencies for determining and assisting gifted students. In sum, this research emphasizes the significance of meeting the needs of gifted students through the educational systems of the two countries. This study provides recommendations for improving educational policies and procedures for gifted students. It suggests enhancing the qualifications of prospective educators in the field of gifted education, proposing a specialized educational program for aspiring teachers, and incorporating technology-oriented instructional programs. The study emphasizes the importance of establishing a curriculum focused on giftedness and talented students, engaging gifted learners through experiential learning activities, and equipping educators with relevant technological abilities. It also suggests future research areas, including differentiated instruction, general education provision, identification processes for talented kids, and understanding parents' perspectives on giftedness and gifted education. Further investigation is needed to examine teacher qualifications and backgrounds, program quality, and the training of educators in effectively supporting and motivating high-achieving learners.
In this chapter, the teaching and learning in Finnish compulsory education during the COVID-19 pandemic in the spring and autumn terms of 2020 will be analyzed and discussed. First, preconditions, such as teacher and student digi-competences and digi-infrastructure for switching to distance teaching and learning, will be analyzed. Second, the organization and experiences of teaching and learning during this time are described based on representative surveys conducted during and after the spring 2020 distance teaching period. Finally, teachers’, principals’ and students’ engagement and well-being during the pandemic will be analyzed based on survey data. Preconditions for organizing effective distance teaching and learning during the 2020 spring term were appropriate teacher and student digi-competences and digi-infrastructure and availability of digi-tools. During the pandemic, teachers’ digi-pedagogy and students’ digi-competences developed. Moreover, several digi-pedagogy and co-teaching innovations were created. However, at the student level, we identified decreased engagement during the pandemic, and at the teacher and principal levels, we identified not only decreased engagement but also increased stress and even burnout. Principals suffered from teachers’ stress, whereas teachers suffered from families’ inequality in coping with distance learning. All in all, the switch to distance teaching and learning was organized effectively, but the distance-learning period weakened the equality of teaching and the conditions for learning.
This article builds on a study set within the Swedish educational system and focuses on lower secondary teachers’ use of national test results when awarding final grades of English as a foreign language (EFL). In Sweden, teachers are entrusted with the responsibility of assessing their own students’ competences as well as assigning grades. To support them, there are compulsory national tests to be used as important advisory tools; however, they are not exams in a strict decisive sense. After a brief contextualization and conceptualization regarding language education in Sweden, including the assessment, teachers’ somewhat contradictory perceptions and use of results from the national EFL test for 11–12-year-olds are described and discussed. Data emanate from large-scale teacher questionnaires conducted for three years (2013, 2016 and 2019), which are analyzed from quantitative as well as qualitative angles. Results indicate that a number of teachers struggle with factors related to the language construct as well as to the educational context and consequences at individual, pedagogical and structural levels. This is discussed from various angles, linked not least to the policy, curriculum and other frame factors. Furthermore, the need for further research in direct collaboration with teachers is emphasized.
In Taiwan, the curriculum guidelines adopted in 2019 for the technology domain, which comprises both living technology and information technology, mainly aim to equip students with computational thinking and design thinking skills. The guidelines do not apply to elementary schools, but require two mandatory technology curriculum classes per week for six semesters in junior high school. For senior high school, the mandatory courses provide 4 credits, while the elective courses have up to 8 credits. In the curriculum guidelines, considerable revisions have been made to learning content compared to previous guidelines. In terms of technology teacher education, many revisions and adjustments have also been made accordingly. This chapter presents details of programs designed for preparing technology teachers in Taiwan, covering Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK). It then discusses potential challenges in developing technology teachers, including their insufficient number, inconsistent quality, and lack of content knowledge, owing to the impact of emerging technology issues. In addition, it also describes several innovative measures, including the launching of maker education and technology centers, the promotion of integrative STEM/STEAM education and robotic teaching, implemented by Taiwan in recent years, as well as the effects on preparing technology teachers. It is hoped that by elaborating Taiwan’s endeavors to promote technology education, including recent developments, challenges, and opportunities of technology education, this chapter can help Taiwan to engage with the rest of the world in order to expand the reach of technology education.
Background
Research on teaching and learning for science, technology, engineering, and mathematics (STEM) subjects has increased, and has demonstrated the importance of integrating interdisciplinary knowledge and skills. Our research model was based on the theory of planned behavior (TPB) and the data were analyzed by partial least squares-structural equation modeling. The present study aims to identify factors that play an important role in students’ ability to integrate STEM knowledge and skills.
Results
Data were collected from participants who had won awards in local contests and represented their regions in a national technology competition. The reliability and validity of our instrument, the Students’ STEM Integration Scale, were verified. The findings demonstrated that students’ intentions to integrate STEM knowledge and skills to solve complex problems can be predicted by their attitude and perceived behavioral control.
Conclusions
This work highlights factors which are associated with students’ intentions to integrate interdisciplinary knowledge and skills, and serves as a reference for research on the gap between intentions and actual behavior. The findings could help teachers and instructors design STEM-based activities to enhance students’ attitudes, perceived behavioral control, and intentions, to improve their ability to integrate STEM knowledge and skills.
Science subjects are introduced as separate subjects in the Finnish national lower-secondary level science curriculum. The curriculum concentrates on attitudes, which support the use of scientific knowledge in different science inquiry situations and contexts. The competence aims, introduced in the curriculum, emphasise the use of scientific knowledge, such as describing, explaining and predicting scientific phenomena, evaluating and identifying scientific issues, and interpreting data and evidence scientifically. The curriculum emphasises the learning of transversal competencies, such as learning critical and creative thinking skills and learning versatile ways of working. The curriculum also focuses on the use of knowledge in inquiry, life and living and society related situations. Overall, the description of the core subject matter knowledge aims to integrate Vision I (a conceptual approach) and Vision II (a contextual approach) related to the development of science literacy, introduced by Roberts.
