Development of STEM and STREAM education Post Covid-19: A comparative review and challenges for future research
DOI:
https://doi.org/10.37134/jpsmm.vol15.1.6.2025Keywords:
STEM and STREAM Education, remote learning, sustainability in educationAbstract
The COVID-19 pandemic has significantly impacted education systems worldwide, including the fields of Science, Technology, Engineering, and Mathematics (STEM) and Science, Technology, Robotics, Engineering, Arts, and Mathematics (STREAM). A future-oriented education on critical issues, such as those outlined in the United Nations Sustainable Development Goals (UN SDGs), and designing potential solutions for such problems is an imperative skill that must be imparted to students to help them navigate their future in today’s unpredictable world. As schools transitioned to remote learning, educators faced numerous challenges in delivering effective STEM and STREAM education.
This research provides a comparative focus on the post-pandemic development of STEM and STREAM education. Through binary qualitative relationship methods and ideographic nomothetic methods, quantitative comparisons, qualitative comparisons, changes, adaptations, and challenges faced by educators and students are identified. Furthermore, the paper identifies key areas for future research to address the evolving needs and opportunities in STEM and STREAM education. Both STEM and STREAM education foster critical thinking, problem-solving, creativity, collaboration, and communication skills, providing students with a practical and hands-on approach to learning. By following the engineering design process, students engage in real-world problem-solving and develop the mindset and skills necessary for success in STEM fields and beyond.
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Copyright (c) 2025 Titiyaka Jajuri, Nor Asniza Ishak, Shahabuddin Hashim, Mohd Yahya Fadzli Jusoh
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