Available via license: CC BY-NC 4.0
Content may be subject to copyright.
Nepal Journal of Multidisciplinary Research (NJMR)
Vol. 7, No. 4, December 2024. Pages: 61-75
ISSN: 2645-8470 (Print), ISSN: 2705-4691 (Online)
DOI: https://doi.org/10.3126/njmr.v7i4.73786
61
Overcoming Challenges: Strategies for Success in the 21st
Century STEM Education
Lok Raj Sharma, PhD
Associate Professor of English & Head of the Faculty of Education
Makawanpur Multiple Campus, Hetauda, Nepal
lokraj043@gmail.com
Type of Research: Review Research
Received: October 17, 2024; Revised & Accepted: December 25, 2024
Copyright: Authors (2024)
This work is licensed under a Creative Commons Attribution-Non Commercial
4.0 International License.
Abstract
Background
STEM (Science, Technology, Engineering, and Mathematics) education is critical in equipping
students to meet the demands of the 21st century. This era is characterized by rapid
technological advancements and an increasingly interconnected global economy. Despite its
significance, STEM education faces several challenges that hinder its effectiveness and
inclusivity.
Objective
The primary objective of this study is to identify the key challenges in STEM education and
propose strategies to overcome these obstacles, thereby fostering success in the 21st century.
Methods
This research adopted an exploratory approach, utilizing qualitative secondary data from
books, journal articles, and online resources published between 1938 and 2024. An extensive
review of the literature was conducted to gain insights into the challenges and potential
strategies associated with STEM education.
Findings
The study reveals several challenges hindering the effectiveness of STEM education, including
inadequate teacher preparation, lack of professional training, and a shortage of qualified
educators. Gender disparities and the underrepresentation of women and minorities remain
critical issues, alongside limited access to resources, technology integration difficulties, and
societal perceptions that deter student interest. Low engagement levels, skill gaps in STEM
fields, and challenges in cohesive curriculum development further exacerbate the problem.
Nepal Journal of Multidisciplinary Research (NJMR)
Vol. 7, No. 4, December 2024. Pages: 61-75
ISSN: 2645-8470 (Print), ISSN: 2705-4691 (Online)
DOI: https://doi.org/10.3126/njmr.v7i4.73786
62
Additionally, time constraints and scheduling issues contribute to the complexity of addressing
these challenges. To counter these obstacles, the study proposes strategies such as enhancing
teacher training, promoting gender diversity, improving resource accessibility, integrating real-
world applications, encouraging early STEM exposure, fostering student engagement,
leveraging technology, creating collaborative learning environments, designing effective
curricula, involving communities and parents, and utilizing continuous assessment and
feedback mechanisms. These measures aim to build a more inclusive and dynamic STEM
education framework.
Conclusion
Addressing the challenges in STEM education requires a concerted effort from educators,
policymakers, and stakeholders. By implementing these strategies, it is possible to create a
more equitable and dynamic STEM learning environment, better preparing students for future
demands.
Novelty
This study offers a comprehensive synthesis of the challenges and actionable strategies in
STEM education, combining historical perspectives with contemporary insights. It emphasizes
the importance of inclusivity, resource accessibility, and innovative curriculum design to
ensure the success of STEM education in the 21st century.
Keywords: education, STEM education, 21st century, challenges, strategies
Introduction
STEM education integrates science, technology, engineering, and mathematics in a cross-
disciplinary approach. Its main emphasis is on equipping students with essential skills for
college, careers, and future job demands in the 21st century according to Srikoom (2018).
Unlike traditional subjects taught in isolation, STEM emphasizes utilizing knowledge and
technical skills in a hands-on, problem-solving approach.
STEM was initially created in the 1990s with the goal of integrating different STEM disciplines
(Ellis et al., 2020). It has gained global recognition for its support of creativity and skilled
workers (UNESCO, 2017). One main goal of STEM is to improve students' understanding of
how to use technology effectively (Bybee, 2010). STEM programs assist students in gaining
crucial abilities needed for the 21st century including problem-solving and teamwork (Bybee,
2010).
However, challenges continue to exist in the implementation and comprehension of STEM,
including a lack of consensus on the definition, scope, and emphasis within the discipline
(English, 2016). Research done by Kuzu and Yalçin (2021) found that STEM education has a
notable positive effect on students' academic achievement, particularly in the field of science.
The impact varies based on factors like educational attainment and duration of the intervention
(Kuzu & Yalçin, 2021).
Issues such as unequal access to quality education and a growing skills gap pose challenges for
STEM education (Dweck, 2015). Social and economic status factors contribute to unequal
Nepal Journal of Multidisciplinary Research (NJMR)
Vol. 7, No. 4, December 2024. Pages: 61-75
ISSN: 2645-8470 (Print), ISSN: 2705-4691 (Online)
DOI: https://doi.org/10.3126/njmr.v7i4.73786
63
access, particularly in resource-deprived communities (UNESCO, 2017). The
underrepresentation of women and minorities in STEM fields underscores the necessity of
introducing inclusive strategies (UNESCO, 2017).
Honey, Pearson & Schweingruber (2014) address these problems through the adoption of
innovative techniques like experiential learning, interdisciplinary curricula, and technology
integration. Interactive and immersive learning experiences are made possible by artificial
intelligence and virtual reality technologies (Johnson et al., 2022). Nevertheless, to fully reap
these benefits, effective policies, teacher training, and updated curricula are essential (Bybee,
2013).
This study highlights how crucial STEM education is in shaping the workforce and promoting
innovation in a society focused on technology. It centers on pressing concerns about skill gaps
and inequalities, supporting particular strategies to prepare students for future job demands and
cultivate a diverse and inclusive STEM setting (Dweck, 2015; OECD, 2020).
Literature Review
Literature review primarily entails education in general, STEM education, challenges and
opportunities in the STEM education.
Education
Education is a continuous process that often represents a favorable attitude. It is an essential
process essential for human development, encompassing the acquisition of knowledge, skills,
values, morals, beliefs, and personal progress. It differs from formal education, which is merely
one pathway for providing learning opportunities (Adesemowo & Sotonade, 2022)
There are multiple ways to define education. Tobolcea (2013) states that education involves
promoting learning and developing a variety of skills and ethical values. Education is viewed
as extending beyond a strict system, encompassing a broader concept of life events and
relationships that influence an individual's development (Adesemowo & Sotonade, 2022;
Tobolcea, 2013).
Education is an important process that enables people to acquire skills, knowledge, beliefs, and
attitudes that prepare them for self-improvement and participation in their community. It
includes both organized and spontaneous tasks that encompass various learning encounters,
beginning in early childhood continuing through higher education and beyond as described by
Dewey (1938). Normally, people can access it through formal institutions like schools and
universities, as well as through informal avenues like community programs and self-directed
learning (UNESCO, 2015). The primary goal of education is to encourage intellectual growth,
critical thinking, and social awareness, empowering individuals to make significant impacts on
society (Freire, 1970). Moreover, it is seen as a crucial element in promoting economic and
social progress. According to the OECD in 2019, promoting participation in civic activities,
reducing inequality, and cultivating a skilled workforce are crucial for a nation's progress.
Education is recognized as a tool for personal empowerment, allowing individuals to gain the
necessary skills and confidence to make informed decisions in their lives (Sen, 1999). The
concept of education extends to include not only acquiring knowledge but also the holistic
Nepal Journal of Multidisciplinary Research (NJMR)
Vol. 7, No. 4, December 2024. Pages: 61-75
ISSN: 2645-8470 (Print), ISSN: 2705-4691 (Online)
DOI: https://doi.org/10.3126/njmr.v7i4.73786
64
development of an individual's emotions, physical well-being, and ethics (Noddings, 2005). In
today's ever-changing world, education must also adapt by incorporating technology and digital
skills to prepare students for the demands of the 21st century. Hence, education goes beyond
simply imparting knowledge; it also involves nurturing individuals who can analyze and
address challenges across different contexts over time (Mezirow, 2000).
STEM Education
STEM education is the integration of teaching and learning in Science, Technology,
Engineering, and Mathematics. This method of education emphasizes the interconnectedness
of these four areas and aims to prepare students for the demands of a rapidly evolving
technological landscape. Prior to becoming popular in the early 2000s, STEM was referred to
as SMET, including Science, Mathematics, Engineering, and Technology, as noted by Hasanah
(2020). STEM education focuses on enhancing students' critical thinking, problem-solving, and
innovative skills. Encouraging students to apply math and science concepts in real-life
scenarios enhances their understanding of various technologies and systems. The aim is to
equip students with essential skills for succeeding in the 21st century, such as critical thinking,
innovation, and flexibility (Bybee, 2010; Widya & Rahmi, 2019).
The STEM education program grows more specialized for students as they progress through
their academic journey. For instance, basic scientific principles and mathematical concepts are
usually taught in early education, whereas more advanced theories and practical applications
are examined in higher education in each respective field (Xie, Fang, & Shauman, 2015). This
progress allows students to develop a deeper understanding and expertise in their chosen fields
of study. Efficient STEM education involves integrating interdisciplinary learning.
Encouraging students to explore the relationships between various subjects helps them gain a
holistic understanding and recognize the ways in which different fields impact and enhance
one another (Daugherty & Carter, 2018). Using engineering principles can be a method for
addressing scientific problems and utilizing mathematical models is a way to assess
technological systems. This mix not only improves education but also prepares students for
addressing real-world issues that often require a cross-disciplinary approach (Soo, 2019). A
key aspect of STEM education is the emphasis on experiential learning. Experiential projects,
hands-on labs, and collaborative group activities are integral components of the educational
program, allowing students to engage in learning through exploration. This method encourages
students to engage by encouraging them to experiment with theories and gather observations
in order to draw conclusions (National Science Foundation, 2020; Widya & Rahmi, 2019).
Encountering such experiences is essential for fostering curiosity and a love for learning, both
of which are key for ongoing education.
The benefits of STEM education extend beyond mere academic achievement. Research
indicates that students participating in STEM education demonstrate higher levels of critical
thinking and problem-solving abilities, which are crucial for success in today's workforce
(Widya & Rahmi, 2019). Additionally, STEM education results in a greater desire to pursue
Nepal Journal of Multidisciplinary Research (NJMR)
Vol. 7, No. 4, December 2024. Pages: 61-75
ISSN: 2645-8470 (Print), ISSN: 2705-4691 (Online)
DOI: https://doi.org/10.3126/njmr.v7i4.73786
65
careers in these fields, which is important because of the increasing demand for skilled
professionals in STEM-related industries (Kuzu & Yalcin, 2021).
Governments and academic institutions globally understand the importance of enhancing
STEM education. Multiple nations have begun to take action by implementing measures and
programs to enhance STEM education and promote student engagement in these areas. One
instance is when the National Science Foundation in the US has allocated funds for numerous
projects that focus on improving STEM education across various school grades. The aim of
these programs is to improve overall scientific knowledge, essential for informed engagement
in a contemporary tech society (English, 2016).
Furthermore, the integration of computational thinking (CT) into STEM education has been
making progress. This point of view indicates that CT and STEM work well together, allowing
students to engage in deeper problem-solving and innovation (Liu et al., 2024). By integrating
CT into the curriculum, educators can equip students with the essential abilities to maneuver
complex technological environments. STEM education integrates scientific, technological,
engineering, and mathematical principles in a novel teaching approach. The program
emphasizes practical learning, interdisciplinary connections, and developing crucial critical
skills necessary for success in an increasingly complex world. Given the emphasis on STEM
education in education policies, the main goal continues to be preparing students for future
challenges and opportunities (Hasanah, 2020; Widya & Rahmi, 2019; Zhan et al. 2022).
This educational method is created to equip students with the skills and knowledge necessary
to address complex everyday problems and foster creativity in various fields (Bybee, 2013).
STEM education concentrates on cultivating critical thinking, creativity, teamwork, and
problem-solving skills to prepare students for professions in engineering, technology, and
sciences. The STEM approach supports experiential learning by engaging students in projects
that connect theoretical ideas with real-world uses (Fayer, Lacey, & Watson, 2017). This novel
approach to education shifts away from traditional teaching methods by combining various
disciplines, encouraging a holistic understanding of how scientific and technical knowledge
can be collectively applied to tackle societal problems (Sanders, 2009). In the 21st century, the
need for a workforce with strong analytical and technical skills has increased because of
technological advancements and global competitiveness, highlighting the importance of STEM
education (National Science Board, 2018). Moreover, it has been linked to the economic
growth and progress of countries, particularly in new industries such as biotechnology,
artificial intelligence, and renewable energy (Freeman, Marginson, & Tytler, 2014). However,
even though it is essential, STEM education faces challenges such as disparities in gender and
race, resulting in a lack of representation of women and minorities in STEM industries
(UNESCO, 2017). Moreover, according to the OECD (2020), significant hurdles to effective
STEM education include the integration of STEM across different disciplines and the shortage
of skilled teachers. In order to address these challenges, education must implement inclusive
strategies, provide teacher training, and enhance resource accessibility (Dweck, 2015). New
opportunities for improving STEM education through increased accessibility and interactivity
Nepal Journal of Multidisciplinary Research (NJMR)
Vol. 7, No. 4, December 2024. Pages: 61-75
ISSN: 2645-8470 (Print), ISSN: 2705-4691 (Online)
DOI: https://doi.org/10.3126/njmr.v7i4.73786
66
are created by innovative technologies such as artificial intelligence and virtual labs (Johnson
et al., 2022). Ultimately, STEM education is focused on producing students who are capable
of addressing worldwide problems and creating new ideas in a constantly evolving
environment, rather than solely equipping them for specific career paths (Ennis, 2013).
The 21st Century
The 21st century is characterized by rapid advancements in technology, globalization, and
significant social changes. The era beginning in 2001 witnesses the integration of digital
technologies into everyday activities, altering how individuals communicate, educate, and
operate. The way we communicate and share information has been altered by the rise of the
internet, mobile devices, and social media, enabling instant global connections (Castells, 2010).
This link has facilitated the growth of a worldwide economy, allowing companies to operate in
various nations, leading to increased competition and collaboration (Friedman, 2005).
A key focus of the 21st century is the emphasis on knowledge and information as vital
components of the economy. The shift from industrialized economies to knowledge-based
economies requires a skilled workforce capable of operating in complex technological settings
(Drucker, 2001). Education systems globally are focusing more on developing critical thinking,
creativity, and digital literacy skills to prepare students for the demands of the current economy
(Partnership for 21st Century Skills, 2010). Moreover, there has been a growing
acknowledgment of global issues in the 21st century, such as climate change, social inequality,
and public health crises. These challenges require collaboration among nations and sectors,
underscoring the importance of interdisciplinary approaches in problem-solving (Sachs, 2015).
As individuals encounter these complex global challenges, they are becoming more aware of
the significance of sustainable development and societal accountability, resulting in actions to
protect the environment and promote social equality. In the end, the 21st century is defined by
major shifts, impacted by technological advancements, economic changes, and pressing global
problems. As societies progress, it becomes increasingly important to have individuals who are
adaptable, knowledgeable, and conscious of ethics.
Challenges for STEM Education
STEM education, including Science, Technology, Engineering, and Mathematics, encounters
numerous obstacles that hinder its efficiency and availability. The difficulties can be grouped
into various important areas such as educational problems, planning of curriculum, readiness
of teachers, involvement of students, and societal views. One of the primary difficulties in
STEM education is the changing responsibilities of teachers. In the past, educators were
typically viewed as those who carried out the curriculum, but in STEM, they must now take on
a more facilitative role. This change requires teachers to act as mentors who encourage inquiry-
based learning and critical thinking rather than just presenting information (Öztürk, 2021). Yet,
numerous educators encounter difficulties during this shift, as they do not have the required
education or tools to successfully adopt these new teaching methods.
Designing the curriculum poses another major challenge. Numerous STEM programs face
criticism for being too segmented, teaching subjects separately instead of as interconnected
Nepal Journal of Multidisciplinary Research (NJMR)
Vol. 7, No. 4, December 2024. Pages: 61-75
ISSN: 2645-8470 (Print), ISSN: 2705-4691 (Online)
DOI: https://doi.org/10.3126/njmr.v7i4.73786
67
disciplines. This separation may result in a gap between theoretical understanding and practical
use (Colucci-Gray et al., 2017). There is a need for guidelines to help educators create cohesive
STEM curriculum that promotes interconnections across disciplines (Ahir, 2022). Furthermore,
the insufficiency of proper teacher education in STEM subjects worsens these problems.
Numerous teachers feel ill-equipped to instruct STEM topics, especially in technology and
engineering, as constant advancements constantly change the knowledge base (Bybee, 2013).
Teachers often lack confidence and competence in delivering STEM education due to the
limited availability of professional development opportunities. Another issue arises with
student engagement. Studies suggest that students' confidence in STEM subjects is frequently
lacking, impacted by a range of factors, such as societal perceptions of these disciplines
(D’Arcy et al., 2018). A lot of students, especially those from marginalized communities, may
see STEM as difficult to access or not applicable to their lives, leading to a lack of motivation
to study these subjects. Efforts to improve student involvement should center on creating a
STEM learning environment that is both relatable and inclusive, ensuring all students feel
empowered to get involved.
Moreover, the effectiveness of STEM education can be influenced by how society views it.
Frequently, there is a lack of awareness and understanding regarding the significance of STEM
fields in tackling current worldwide challenges. Insufficient public and governmental support
for STEM initiatives in schools may result in underfunded programs and inadequate resources
(Geoffrey et al., 2018).
Incorporating technology into the classroom comes with its own set of difficulties. Although
technology plays a crucial role in contemporary STEM education, teachers face challenges
concerning access, fairness, and incorporating digital tools effectively in their teaching
methods (Bybee, 2013). Educators may find it challenging to keep up with the fast pace of
technological advancements, making it harder to effectively implement STEM curricula.
Incorporating technology into STEM education comes with both advantages and drawbacks.
Inequities in technology access can worsen current disparities, despite technology's potential
to improve learning experiences (Dweck, 2015). Several students in disadvantaged
communities may lack equal access to resources like computers and high-speed internet, which
can limit their involvement with STEM learning materials.
The difficulties in STEM education are complex and interrelated. They cover changes in
teaching methods, curriculum planning problems, teacher readiness, student involvement, and
societal views. Tackling these obstacles necessitates a joint endeavor among educators,
policymakers, and communities to establish a nurturing atmosphere for teachers and students
alike. We can only improve the quality and accessibility of STEM education for future
generations through working together on collaborative initiatives.
STEM education encounters numerous notable obstacles that impede its efficiency and reach.
The issue lies in the ongoing skills gap in STEM areas, revealing a difference between the skills
needed by employers and those held by graduates (Fayer, Lacey, & Watson, 2017). A variety
of reasons can be linked to this disparity, such as obsolete educational plans that do not align
Nepal Journal of Multidisciplinary Research (NJMR)
Vol. 7, No. 4, December 2024. Pages: 61-75
ISSN: 2645-8470 (Print), ISSN: 2705-4691 (Online)
DOI: https://doi.org/10.3126/njmr.v7i4.73786
68
with technological progress and the requirements of industries (National Science Board, 2018).
Many schools have difficulty offering appropriate training and practical experiences that ready
students for the changing requirements of STEM professions (Bybee, 2013). The main issue is
the lack of women and minorities in STEM fields. In spite of continued attempts to increase
diversity, these communities still lack proper representation in STEM areas (UNESCO, 2017).
Socioeconomic hurdles, absence of mentors, and stereotypes hinder many aspiring individuals
from entering STEM fields. To tackle these differences, specific outreach and support
initiatives are needed in order to promote involvement from a variety of populations (Ennis,
2013). Besides demographic challenges, there is also a notable lack of properly trained STEM
educators. Several educators do not have the required skills and chances for career growth to
properly teach STEM subjects, affecting students' academic achievements (OECD, 2020). If
teachers are not properly trained, students may not get the education they need to excel in
STEM subjects. It is essential to tackle these challenges in order to enhance STEM education
and guarantee that every student can thrive in these important areas.
Strategies for Overcoming the Challenges in STEM Education
Overcoming challenges in STEM education requires a multifaceted approach that addresses
various obstacles educators face when integrating science, technology, engineering, and
mathematics into their teaching. Some main strategies are as follows:
1. Enhancing Teacher Training and Professional Development
One of the most significant challenges in STEM education is the lack of adequately trained
teachers (Darling-Hammond, 2010). Providing continuous professional development programs
that focus on STEM-related teaching techniques can equip educators with the skills needed to
deliver high-quality instruction (Loucks-Horsley et al., 2010). Teachers who receive ongoing
training are better prepared to engage students in complex problem-solving and critical
thinking, which are core aspects of STEM subjects. Another challenge in implementing
effective STEM education is the varying levels of teacher competency in the STEM fields.
Many teachers may feel inadequately prepared to teach integrated STEM lessons due to a lack
of training or experience (Linh et al., 2023). To combat this, ongoing professional development
programs are essential. These programs can focus on building teachers’ content knowledge and
pedagogical skills specific to STEM. Workshops, collaborative teaching models, and
mentorship opportunities can help teachers gain confidence in their abilities to teach these
subjects effectively (Schneider& Krajcik, 2002).
2. Promoting Gender Diversity and Inclusion
Addressing gender disparities in STEM education is critical. Research shows that girls and
women remain underrepresented in STEM fields due to various sociocultural barriers
(Blickenstaff, 2005). To counter this, schools should promote gender-inclusive curricula and
provide role models and mentorship programs for female students (Dasgupta & Stout, 2014).
Encouraging girls to take part in STEM-related extracurricular activities can also foster interest
and confidence in these subjects.
Nepal Journal of Multidisciplinary Research (NJMR)
Vol. 7, No. 4, December 2024. Pages: 61-75
ISSN: 2645-8470 (Print), ISSN: 2705-4691 (Online)
DOI: https://doi.org/10.3126/njmr.v7i4.73786
69
3. Improving Access to Resources
Many schools, particularly in underserved areas, face a lack of resources that limits their ability
to provide comprehensive STEM education (National Research Council, 2011). To mitigate
this, partnerships between schools and industries can provide the necessary tools, such as
laboratories and technology, to enhance STEM learning (Peacock, 1991). Additionally,
governments and policymakers should prioritize funding for STEM programs to ensure
equitable access across different socioeconomic backgrounds.
4. Integrating Real-World Applications
Connecting STEM education with real-world applications can boost student engagement and
interest (Bybee, 2013). Project-based learning, where students solve real-world problems,
allows them to see the relevance of STEM in everyday life and potential careers. This approach
can bridge the gap between theoretical knowledge and practical application, making STEM
subjects more appealing and accessible (Dewey, 1938).
5. Encouraging Early Exposure to STEM
Early exposure to STEM concepts is key to fostering long-term interest. Studies indicate that
students who engage with STEM subjects in elementary school are more likely to pursue them
later in life (Tai et al., 2006). Introducing STEM learning through interactive activities, such
as coding games and science experiments, can spark curiosity and enthusiasm among younger
students.
6. Creating Collaborative Learning Environments
Collaborative learning environments have been shown to improve student performance in
STEM education (Johnson & Johnson, 1999). Encouraging teamwork and peer interaction in
classrooms helps students build communication and problem-solving skills essential for STEM
fields. In addition, fostering a collaborative spirit can create a supportive learning community
where students feel comfortable taking intellectual risks (Vygotsky, 1978). Limited resources
and inadequate classroom environments can significantly impact the quality of STEM
education. Schools may lack access to necessary materials, technology, or space conducive to
hands-on learning (Carter, 2020). Addressing this challenge may involve securing funding
through grants, forming partnerships with local businesses, or utilizing community resources
to enhance classroom offerings. Schools can also create flexible learning environments that
encourage exploration and experimentation, which are vital components of effective STEM
education (National Research Council, 2015).
7. Leveraging Technology in Education
The use of technology can significantly enhance STEM education. Digital tools such as
simulations, interactive software, and virtual laboratories allow students to explore complex
STEM concepts more interactively and engagingly (Means et al., 2010). Moreover, online
platforms offer access to a wealth of resources, enabling students from diverse backgrounds to
participate in STEM learning regardless of geographical limitations.
Nepal Journal of Multidisciplinary Research (NJMR)
Vol. 7, No. 4, December 2024. Pages: 61-75
ISSN: 2645-8470 (Print), ISSN: 2705-4691 (Online)
DOI: https://doi.org/10.3126/njmr.v7i4.73786
70
8. Curriculum Design and Integration
Curriculum design is another critical area where challenges arise. Often, STEM subjects are
taught in isolation rather than in an integrated manner, which can hinder students'
understanding of how these disciplines interconnect (Ertmer & Simons, 2006). Developing
interdisciplinary lesson plans that incorporate real-world problems can foster a more cohesive
learning environment. For example, projects that require students to apply scientific principles
in engineering contexts can help them see the relevance of their studies and encourage
collaborative learning (Chiangpradit, 2024).
9. Time Constraints and Scheduling
Time constraints present a notable barrier to effective STEM instruction, as teachers often feel
pressured to cover extensive curricula within limited time frames (Linh et al., 2023). To
alleviate this issue, schools can consider block scheduling or integrated units that allow for
deeper exploration of STEM concepts over longer periods. This approach can provide students
with the time necessary for inquiry-based learning and project development, which are essential
for fostering critical thinking and problem-solving skills (Schneider& Krajcik, 2002).
10. Engaging Students and Fostering Interest
Engaging students in STEM subjects is vital for cultivating interest and motivation. Challenges
often arise from students perceiving STEM as difficult or not relevant to their lives. To
counteract this, educators can incorporate project-based learning, where students work on real-
world problems and see the practical applications of their studies (Carter, 2020). Additionally,
promoting diversity in STEM fields by encouraging underrepresented groups to participate can
help broaden perspectives and foster a more inclusive environment (Elliott, 2022).
11. Community and Parental Involvement
Building community partnerships and involving parents can also enhance STEM education.
Schools can collaborate with local industries, universities, and organizations to provide
students with mentorship opportunities, resources, and real-world experiences (Galiç, S. &
Kocadere, 2023). Engaging parents through workshops or informational sessions about the
importance of STEM can also help reinforce learning at home and encourage students to pursue
STEM-related interests.
12. Continuous Assessment and Feedback
Finally, implementing continuous assessment methods can help educators gauge student
understanding and adjust instruction accordingly. Formative assessments, peer evaluations, and
self-assessments can provide valuable insights into student progress and inform teaching
strategies (Schneider& Krajcik, 2002). Regularly soliciting feedback from students about their
learning experiences can also guide instructional adjustments to better meet their needs.
In summary, overcoming the challenges of STEM education requires a comprehensive strategy
that includes enhancing teacher competency, integrating curricula, securing resources,
managing time effectively, engaging students, involving the community, and implementing
continuous assessment. By addressing these areas, educators can create a more effective and
enriching STEM learning environment for their students.
Nepal Journal of Multidisciplinary Research (NJMR)
Vol. 7, No. 4, December 2024. Pages: 61-75
ISSN: 2645-8470 (Print), ISSN: 2705-4691 (Online)
DOI: https://doi.org/10.3126/njmr.v7i4.73786
71
Materials and Methods
This study utilized a qualitative approach to gather in-depth data on the current state of STEM
education. The research project employed an exploratory design, collecting secondary
information from books, academic publications, and online resources covering the period from
1938 to 2024 to comprehensively examine the obstacles and possibilities in the field.
Conclusion
This article presents some challenges and strategies in the STEM education. Challenges in
STEM education are multifaceted, impacting students, teachers, and education systems. Many
teachers lack the necessary expertise and are not trained in the latest STEM developments or
pedagogical methods. This, combined with limited opportunities for continuous professional
development, affects their ability to effectively teach STEM subjects. Underrepresentation of
women and minorities due to societal stereotypes results in gender imbalances and limits
diversity in the STEM workforce. Many schools, particularly in underserved areas, face
inadequate resources such as labs, technology, and learning materials, hindering experiential
learning. STEM subjects are often viewed as difficult, leading to disengagement, and teachers
may struggle to make them relevant and exciting without innovative tools. Additionally, many
schools lack integrated STEM curricula that align scientific theories with practical applications.
Technology, crucial to STEM education, is often underutilized due to insufficient infrastructure
and teacher training. A skills gap exists between what is taught in schools and the demands of
STEM professions, leaving students underprepared for the workforce. To address these
challenges, strategies include providing continuous professional development for educators,
promoting diversity through scholarships and mentorship programs, and improving access to
STEM resources. Engaging students by connecting STEM concepts to real-world problems,
fostering early interest through hands-on activities, and integrating technology into lessons can
enhance learning. Community involvement and regular student assessments can also support a
more inclusive, effective STEM education that prepares students for future career
opportunities. Future research should consider longitudinal studies to track the long-term
impact of STEM education initiatives on student outcomes, career choices, and workforce
development.
References
Adesemowo, P., & Sotonade, O. A. (2022). Basic of education: the meaning and scope of
education.https://www.researchgate.net/publication/361813544_basic_of_education_the_
meaning_and_scope_of_education
Ahir, B.K. (2022). Using ‘off the shelf ideas’ to plan and design a unit of work in STEM. Journal
of Education, 12 (1),1-18. https://web.mie.ac.mu/wp-content/uploads/2022/12/MIE-
Journal-of-Education-Vol-121-December-2022.pdf
Bybee, R. W. (2010). What is STEM education? Science,329,996-996.
DOI:10.1126/science.1194998.
Nepal Journal of Multidisciplinary Research (NJMR)
Vol. 7, No. 4, December 2024. Pages: 61-75
ISSN: 2645-8470 (Print), ISSN: 2705-4691 (Online)
DOI: https://doi.org/10.3126/njmr.v7i4.73786
72
Bybee, R.W. (2013). The case for SYEM education: Challenges and opportunities. National
Science Teachers Association. file:///C:/Users/Dell/Downloads/dokumen.pub_the-case-
for-stem-education-challenges-and-opportunities-9781936959259-9781938946929.pdf
Carter, K. C. (2020). STEM education in the elementary school classroom. (Master’s Thesis).
Dominican University of California.
https://doi.org/10.33015/dominican.edu/2020.EDU.11
Castells, M. (2010). The rise of the network society. Wiley-B. https://www.wiley.com/en-
us/The+Rise+of+the+Network+Society%2C+2nd+Edition%2C+with+a+New+Preface-p-
9781405196864
Chiangpradit, L. (2024). Challenges of teaching stem & how to overcome them.
https://stemsports.com/8-challenges-of-teaching-stem/
Colucci-Gray, L., Burnard, P., Cooke, C., Davies, R., Gray, D., & Trowsdale, J. (2017). Reviewing
the potential and challenges of developing STEAM education through creative pedagogies
for 21st learning: how can school curricula be broadened towards a more responsive,
dynamic, and inclusive form of education? BERA. 10.13140/RG.2.2.22452.76161.
D’Arcy, A., Murphy, C., & O’Halloran, J. (2018). Supporting and enhancing the STEM and arts
capacity of primary teachers and schools. 8th Science and Mathematics Education
Conference (SMEC). 25th - 26th June 2018. Centre for Advancement of STEM Teaching
and Learning, Dublin City University.
https://www.dcu.ie/sites/default/files/smec/smec2018_proceedings.pdf
Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher
Education, 61(1-2), 35-47. https://doi.org/10.1177/0022487109348024
Dasgupta, N., & Stout, J. G. (2014). Girls and women in science, technology, engineering, and
mathematics: Steming the tide and broadening participation in STEM careers. Policy
Insights from the Behavioral and Brain Sciences, 1(1), 21-29.
https://doi.org/10.1177/2372732214549471
Daugherty, M.K., & Carter, V. (2018). The nature of interdisciplinary STEM education. In de
Vries, M. (eds) Handbook of technology education. Springer international handbooks of
education. Springer, Cham. https://doi.org/10.1007/978-3-319-44687-5_12
Dewey, J. (1938). Experience and education. New York: Macmillan.
https://www.schoolofeducators.com/wp-content/uploads/2011/12/EXPERIENCE-
EDUCATION-JOHN-DEWEY.pdf
Drucker, P. F. (2001). The essential Drucker: The best of sixty years of Peter Drucker's essential
writings on management. Harper Business. https://www.amazon.com/Essential-Drucker-
Druckers-Management-Essentials/dp/0061345016
Dweck, C. (2015). Carol Dweck revisits the 'Growth Mindset'. Education Week. Retrieved from
https://www.psychologicalscience.org/news/carol-dweck-revisits-the-growth-
mindset.html
Elliott, R., Loh, C. G., Psenka, C. E., Lewis, J. M., Kim, K-Y., Haapala, K. R., Neal, D., Okudan,
K., & Gül, E. (2022). Advancing transformative STEM learning: Converging perspectives
from education, social science, mathematics, and engineering. Journal of Integrated Design
and Process Science, 26 (3-4), 393-414. 10.3233/JID-220006.
Nepal Journal of Multidisciplinary Research (NJMR)
Vol. 7, No. 4, December 2024. Pages: 61-75
ISSN: 2645-8470 (Print), ISSN: 2705-4691 (Online)
DOI: https://doi.org/10.3126/njmr.v7i4.73786
73
Ellis, J., Wieselmann, J., Sivaraj, R., Roehrig, G., Dare, E. , & Ring-Whalen, E. (2020). Toward a
productive definition of technology in science and SREM education. Contemporary Issues
in Technology and Teacher Education, 20 (3), 472-496.
https://www.learntechlib.org/primary/p/214911/.
English, L.D. (2016). STEM education K-12: perspectives on integration. IJ STEM Ed 3 (3), 1-8.
https://doi.org/10.1186/s40594-016-0036-1
Ertmer, P. A., & Simons, K. D. (2006). Jumping the PBL implementation hurdle: Supporting the
efforts of K–12 teachers. Interdisciplinary Journal of Problem-Based Learning, 1(1). 40-
54. https://doi.org/10.7771/1541-5015.1005
Fayer, S., Lacey, A., & Watson, A. (2017). STEM occupations: Past, present, and future. U.S.
Bureau of Labor Statistics. https://www.bls.gov/spotlight/2017/science-technology-
engineering-and-mathematics-stem-occupations-past-present-and-future/
Ferro, M. D. (2019). STEM influence on career choice variables of middle school students based
on gender and ethnicity. Walden Dissertations and Doctoral Studies.
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=8915&context=dissertations
Freire, P. (1970). Pedagogy of the oppressed. Continuum.
https://books.google.com.np/books/about/Pedagogy_of_the_Oppressed.html?id=M4MQA
AAAYAAJ&redir_esc=y
Friedman, T. L. (2005). The World is Flat: A Brief History of the Twenty-First Century. Farrar,
Straus and Giroux. https://corescholar.libraries.wright.edu/dlpp_all/107/
Galiç, S., & Kocadere, A. S. (2023). Current trends and challenges in STEM education.
https://epub.jku.at/obvulioa/download/pdf/9419953
Geoffrey, A., Wright, E. R., Williams, J., Morrison-Love, D., Patrick, F. Ginestié, J., Mammes, I ,
& Graube, G. (2018). Abridged international perspectives of technology education and its
connection to stem education. International Journal of Education, 10 (4), 31-56.
ff10.5296/ije.v10i4.13704ff. ffhal-01945016f
Gülen, S., Dönmez, İ., & Idil, S. (2022). STEM education in metaverse environment: challenges
and opportunities. Journal of STEAM Education,5.100-103. 10.55290/steam.1139543.
Hasanah, U. (2020). Key definitions of STEM education: Literature review. Interdisciplinary
Journal of Environmental and Science Education, 16(3),1-7. e2217. https://doi.org/
10.29333/ijese/8336
Honey, M., Pearson, G., & Schweingruber, H. (Eds.). (2014). STEM integration in K-12 education:
Status, prospects, and an agenda for research. National Academies Press.
https://doi.org/10.17226/18612.
Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice,
38(2), 67-73. https://doi.org/10.1080/00405849909543834
Kuzu, I. Y., &Yalçin, C.K. (2021). The effect of stem education on academic performance: A meta-
analysis study. The Turkish Online Journal of Educational Technology, 20 (4), 101-116.
lackwell. https://onlinelibrary.wiley.com/doi/book/10.1002/9781444319514
Linh, N. Q., Hai, T. D., & Bich, N. T., (2023). Obstacles and challenges in implementing STEM
education in high schools: A case study in the northern mountains of Vietnam. European
Nepal Journal of Multidisciplinary Research (NJMR)
Vol. 7, No. 4, December 2024. Pages: 61-75
ISSN: 2645-8470 (Print), ISSN: 2705-4691 (Online)
DOI: https://doi.org/10.3126/njmr.v7i4.73786
74
Journal of Educational Research, 12(3), 1363-1375. https://doi.org/10.12973/eu-
jer.12.3.1363
Liu, Z., Gearty, Z., Richard, E., Orrill, C.H., Kayumova, S., & Balasubrmanian, R.
(2024). Bringing computational thinking into classrooms: a systematic review on
supporting teachers in integrating computational thinking into K-12 classrooms. IJ STEM
Ed 11, 51 . 1-18. https://doi.org/10.1186/s40594-024-00510-6
Loucks-Horsley, S., Stiles, K. E., Mundry, S., Love, N., & Hewson, P. W. (2010). Designing
professional development for teachers of science and mathematics. Corwin Press.
https://doi.org/10.4135/9781452219103
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based
practices in online learning: A meta-analysis and review of online learning studies. US
Department of Education. https://www2.ed.gov/rschstat/eval/tech/evidence-based-
practices/finalreport.pdf
Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress.
Jossey-Bass. https://www.amazon.com/Learning-Transformation-Critical-Perspectives-
Progress/dp/0787948454
National Research Council. (2015). Reaching students: What research says about effective
instruction in undergraduate science and engineering. Washington, DC: The National
Academies Press. doi: 10.17226/18687.
National Science Board. (2018). Science and engineering indicators 2018. National Science
Foundation. https://globalhighered.wordpress.com/wp-
content/uploads/2018/01/nsb20181.pdf
National Science Foundation. (2020). STEM education for the future: A visioning report, May
2020.https://www.nsf.gov/edu/Materials/STEM%20Education%20for%20the%20Future
%20-%202020%20Visioning%20Report.pdf
Noddings, N. (2005). The challenge to care in schools: An alternative approach to education.
Teachers College Press. https://www.aplu.org/wp-content/uploads/APLU-
CoR_Indicators20FINAL20FOR20SHARING200728.pdf
OECD. (2019). Education at a glance 2019: OECD indicators. OECD Publishing.
https://www.oecd-ilibrary.org/education/education-at-a-glance-2019_f8d7880d-en
OECD. (2020). Education at a glance 2020: OECD indicators. OECD Publishing.
https://www.oecd-ilibrary.org/education/education-at-a-glance-2020_69096873-en
Öztürk, A. (2021). Meeting the challenges of STEM education in k-12 education through design
thinking. Design and Technology Education, 26 (1),70-88.
https://eric.ed.gov/?id=EJ1299969
Peacock, A. (1991). Science in primary schools: The multicultural dimension. London: Routledge.
https://doi.org/10.4324/9780203421178
Rheingold, H. (2012). Net Smart: How to Thrive Online. MIT Press.
https://hci.stanford.edu/courses/cs047n/readings/rheingold-net-smart.pdf
Nepal Journal of Multidisciplinary Research (NJMR)
Vol. 7, No. 4, December 2024. Pages: 61-75
ISSN: 2645-8470 (Print), ISSN: 2705-4691 (Online)
DOI: https://doi.org/10.3126/njmr.v7i4.73786
75
Robinson, K., & Aronica, L. (2015). Creative schools: The grassroots revolution that’s
transforming education. Penguin Books. https://www.amazon.com/Creative-Schools-
Grassroots-Revolution-Transforming/dp/0143108069
Sachs, J. D. (2015). The age of sustainable development. Columbia University Press.
https://books.google.com.np/books/about/The_Age_of_Sustainable_Development.html?i
d=3lAxBgAAQBAJ&redir_esc=y
Sanders, M. (2009). STEM, STEM education, STEM mania. Technology Teacher, 68(4), 20-26.
https://doi.org/10.17763/haer.57.1.j463w79r56455411
Schneider, R. M., & Krajcik, J. (2002). Supporting science teacher learning: The role of educative
curriculum materials. Journal of Science Teacher Education, 13(3), 221-245.
https://blog.acceleratelearning.com/the-challenges-of-stem-education-barriers-to-
participation.
Srikoom, W. (2018). What is STEM education?
https://www.researchgate.net/publication/346664196_what_is_stem_education?
Tai, R. H., Liu, C. Q., Maltese, A. V., & Fan, X. (2006). Planning early for careers in science.
Science, 312(5777), 1143-1144. https://doi.org/10.1126/science.1128690
Tobolcea, I. (2013). The psychosocial impact of ICT efficiency on speech disorders-treatment. In
Handbook of research on ICTS for human-centered healthcare and social care
services. https://www.bera.ac.uk/project/bera-research-commission.
UNESCO. (2015). Rethinking education: Towards a global common good? United Nations
Educational, Scientific and Cultural Organization.
https://unesdoc.unesco.org/ark:/48223/pf0000232555
UNESCO. (2017). Cracking the code: Girls' and women's education in STEM. United Nations
Educational, Scientific, and Cultural Organization.
https://unesdoc.unesco.org/ark:/48223/pf0000253479
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Harvard University Press.
https://books.google.com.np/books?id=RxjjUefze_oC&printsec=frontcover&source=gbs_
ge_summary_r&cad=0#v=onepage&q&f=false
Widya, R. R., & Rahmi, Y. L. (2019). STEM education to fulfil the 21st century demand: A
literature review. Journal of Physics: Conference Series,1317,1-7. doi:10.1088/1742-
6596/1317/1/012208 2019.
Xie, Y., Fang, M., & Shauman, K. (2015). STEM education. Annual Review of Sociology, 41, 331–
357. https://doi.org/10.1146/annurev-soc-071312-145659
Zhan, Z., Shen, W., Xu, Z., Niu, S. , & You, G. (2022). A bibliometric analysis of the global
landscape on STEM education (2004-2021): Towards global distribution, subject
integration, and research trends. Asia Pacific Journal of Innovation and Entrepreneurship,
16 (2), 171-203. https://doi.org/10.1108/APJIE-08-2022-0090
