Keyword: STEM

ABSTRACT: This systematic review examined the integration of Geographic Information Systems (GIS) in STEM education. 17 peer-reviewed studies (2005–2025) were included from Scopus, ERIC, IEEE Xplore, and Google Scholar. Five research questions examined methodology, outcomes, educational levels, participants, and intervention types. Mixed methods dominated (n=7), with no strictly experimental designs identified. Integrative STEM was the most frequent outcome (n=8), and most studies reported simultaneous cognitive and affective gains. Of the 17 studies, 13 were empirical (direct educational interventions with identifiable participants) and informed the subsequent analyses. Research was concentrated at the secondary level (n=8), with students as primary participants and no in-service teachers designated as a primary group. Multidisciplinary contexts (n=10), mixed-method interventions (n=8), and extended-duration programs (n=10) defined the pedagogical profile. A number of gaps were identified including the absence of primary school research and the marked geographic concentration of American studies. Lastly, the findings highlight the need for rigorous designs, teacher-focused inquiry, and international comparative research.

ABSTRACT: This systematic review examines the methodological applications of Roblyer’s Technology Integration Planning (TIP) model and identifies existing gaps in the literature. Following the PRISMA 2020 framework, eight studies (2006–2024) were included. The PICOS framework was employed to systematically evaluate participant groups, intervention types, comparison structures, and reported outcomes. Findings reveal that the TIP model has been predominantly utilized with pre-service and in-service teachers to facilitate technology integration into instructional practice. The model positively impacted participants' Technological Pedagogical Content Knowledge (TPACK) competencies and supported the design of lessons aligned with learning objectives. It also reframes technology not as a functional instrument but as a deliberate pedagogical strategy. However, effective implementation requires structured and time-bound support mechanisms. A critical gap was noted in the model's limited application at primary and secondary levels, as its use remains largely confined to higher education and in-service teacher training contexts.

ABSTRACT: Over the last three decades, discussions, rhetoric, recommendations have proposed numerous suggestions for the  integration of AI in Education (AI Ed). Research on AI Ed focuses on its goals, how it is applied in teaching and learning sequences, how it is perceived by teachers and students as well as by policy makers. Other issues closely related to AI Ed are: a) the difficulty in defining AI due to the interdisciplinary nature of the field, b) the possibility of AI Ed for learning that is more adaptive, inclusive, and engaging, c) the effective encompassment of assessment, d) the predictive tools AI Ed provides, e)  the relation of TPACK with generative AI, f) the epistemology of STEM with the impact of AI, and also g) ethics considerations.

ABSTRACT: Nowadays, the growing intersection between artificial intelligence (AI) models and its usage within education, has paved the way for innovative approaches to assess and improve engineering education initiatives, particularly those that rely on STEAM epistemology principles and, therefore, based on the core elements of Computational Thinking (CT). Projects aligned with CT goals, utilize a problem – based solving methodology, inspired by computer science concepts. This approach is not limited to coding, but applied to tackling complex open engineering problems, across various disciplines, including science, technology, engineering and mathematics, using strategies that are suitable for automation or computational modeling. A well-known framework, applicable within STEAM projects, which consists of a series of steps that students follow, in order to design a prototype artifact and find a solution to a complex problem is the Engineering Design Process (EDP). This paper investigates the impact of AI based methods and tools (i.e. GenAI tools) on STEAM engineering literacy among University students, especially within the content of next generation digital systems,  sensors and low power devices for precision agriculture application domain. Utilizing a rubric – based assessment and applying EDP process, the study evaluates two student teams tasked to design and implement a smart greenhouse, equipped with various sensors, actuators, automation and digital systems and data driven analytics capabilities. In particular, team A completed the project without using GenAI assistance, while team B employed GenAI tools throughout their design and implantation process. Comparative analysis of rubric based outcomes, indicates that GenAI assisted team demonstrates superior performance across all key STEAM engineering literacy dimensions, including analytical thinking, innovation and practical application of digital systems. Additionally using a pre and post - test design, the study measures knowledge acquisition related to digital automation systems, alongside student engagement, confidence in learning and AI tool effectiveness. Post - test results demonstrate a significant improvement in STEAM literacy, as well as positive shifts in engagement and confidence. Overall, our findings underscore the potential of GenAI, to significantly enhance students’ ability to tackle complex, semi – defined engineering problems, highlighting its relevance for modern engineering education curricula.

ABSTRACT: In this study, the literature on Afterschool STEM education was reviewed from the Proquest database. Within the scope of the research, 25 theses and dissertations that met the criteria were examined. The year, type, a method used, data collection tools, study group and number, and keywords of the theses were systematically analyzed. The systematic review method, one of the qualitative research methods, was used to examine the graduate theses on Afterschool STEM.  As a result of the findings obtained by examining the theses related to Afterschool STEM; it was found that the first thesis study was a doctoral dissertation in 2003, there was a great increase in the number of theses published in 2015, and no thesis was published between 2004-2013, and most of the published theses were in the doctoral thesis type. In addition, in the distribution of theses according to the fields selected in the Proquest database, it was determined that most theses were published in the field of Science Education, qualitative and mixed research methods were used equally and mostly as research methods, and survey, interviews, and observation were mostly used as data collection tools. In the analyzed theses, data were collected mostly from Middle school students. When the number of participants in the theses was examined, the participants between 31-100 were mostly preferred in the studies. According to the keywords used in the theses, the words "education", "out of school time", "afterschool", "STEM" and "STEM education" were preferred.

ABSTRACT: This work is the product of research conducted by the project team of the Regional Directorate for Primary and Secondary Education of Attica formed under the Erasmus+Project “RoboGirls: Empowering girls in STEAM through robotics and coding». The research has focused on identifying and investigating the factors that influence and interpret the differentiation in men and women’s participation in education and in their professional careers in the fields of STEM, but also on the selection of the best educational practices that enhance the participation of women in the STEM fields.  The research has combined literature review with data analysis resulting from questionnaires and interviews of  a selected focus group. The results of the research have contributed to understanding the factors that conduce to the creation of these differences, as well as the role that education can play in Greece and in the EU in bridging the gender gap in the STEM fields.

ABSTRACT: Over the last two decades, discussions, rhetoric, recommendations have proposed numerous suggestions for the integrated STEM approach. Different approaches are based on different “interpretations” of the nature of integration, epistemological approaches and the implementation of didactic models to include engineering design. New aspects like artificial intelligence and mixed reality included in this volume can serve as STEM practices in alignment with the 21^st century skills.

ABSTRACT: Biotechnology is at the heart of STEM education. Assessment of student understandings of biotechnology concepts is essential for designing learning and teaching. Thus, the aim of this study was to develop and validate the Biotechnology Knowledge Scale (BKS) for eighth graders in order to investigate their understandings biotechnology related concepts. The content validity was ensured by experts by comparison to the outcomes included in Turkish eighth grade curriculum. After the biotechnology subject was taught, the BKS was administered to a sample of 155 eighth grade students in three groups in Ankara in 2019-fall semester. The Cronbach alpha reliability coefficient of the BKS was calculated to be .770.

ABSTRACT: In this editorial, I am explaining my background in STEM education course design, delivery, and research experiences and discussing the current state of STEM journals internationally. I am also including a short overview of the three articles of this inaugural issue of Hellenic Journal of STEM Education.

ABSTRACT: Computational Pedagogy is an instructional approach based on Computational Science and the Computational Experiment as well as on the CPACK model. Computational Science in Education engages students in computational modeling and simulation technology in alignment with the essential features of Inquiry based teaching and learning approach and the Computational Thinking dimensions (practices and skills). STEAM –content based epistemology- education is connected to Computational Pedagogy through the Computational Experiment leading to a proposed model called ‘Computational STEAM Content Pedagogy’ as a teaching and learning approach which can be implemented in a STEAM holistic interdisciplinary/trans-disciplinary epistemology approach to the curriculum for solving real computational problems.

ABSTRACT: Over the last two decades, discussions, rhetoric, recommendations, and policies regarding STEM education have escalated among businesses and industry, policy makers, think tanks, and educators around the world. STEM education is cast as pivotal in increasing productivity, prosperity, and global competitiveness; as a lynchpin in addressing current and future socio-geo-political-economic challenges; as a panacea for filling shortages in workforce pipelines. In this commentary, we discuss the emergence of STEM acronym, its variants, and the rhetoric surrounding STEM that drives educational policy. We examine more closely the integration of STEM and present an example of how in our own work, we have begun to clarify the characteristics of integrated STEM that guide our projects. We summarize some of the research studies in the emerging field of integrated STEM that document its benefits and reflect on the opportunities afforded STEM educators for future research. This commentary is by no means exhaustive, but is intended to instigate thought, reflection, and progress regarding the nascent state of integrating the STEM disciplines.