Keyword: education

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: Increasingly, teachers are considering using Generative AI (GenAI) and large language models (LLMs) as new tools for developing lessons and creating resources. Interdisciplinary STEAM project design specifically continues to be problematic because it requires many professionals to work together in integrative ways when developing successful STEAM project designs. Collaborating closely to develop authentic problems, establish a high level of pedagogical quality, use principles of inclusive design, and create valid and reliable assessment instruments often exceeds the individual teacher’s professional expertise and available time. The purpose of this conceptual paper is to lay the foundation of what we call “the Interactive Design Process Framework (IDPF)” and propose its use in instruction. IDPF has four steps: Co-design, Analysis, Expert Review, and Synthesis. Using these four iterative (cyclical) steps, the IDPF framework positions GenAI as a collaborative designer to work with both classroom teachers and subject area expert reviewers. As a conceptual contribution, this paper does not present empirical data; rather, it articulates the theoretical rationale, structural logic, and design principles of the framework as a foundation for future empirical investigation. In addition to a primary education example of illustration, implications for practice, limitations of the study, and recommendations for future research are discussed.

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: Playing and learning are fundamentally connected, and in this editorial, I outline according to which criteria educational processes can be gamified. As a next step, I attempt to discover key arguments that justify the value of games in the classroom. Especially in today’s times of uncertainty, games can, for example, contribute to questioning science-related information and to reflecting corresponding discourses on controversial topics. I call for papers on gamification in science education, especially in the light of current challenges.

ABSTRACT: The World Economic Forum’s Education 4.0 initiative has identified critical characteristics of high quality learning in the Fourth Industrial Revolution, including content that fosters global citizenship, innovation, creativity, and technology skills, as well as experiences that incorporate, among others, problem-based and student-driven learning. The Living City project for high school students is presented as a demonstration of the integration of Education 4.0 characteristics into the STEAM classroom in a design-centered fashion that allows for student choice and creativity and considers the United Nations Sustainable Development Goals.

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: Nano-Science and nano-Technology (NST) is a new interdisciplinary field that promises to provide solutions to timeless global challenges. Given that NST deals with elements that cannot be observed with the naked eye, their understanding by young children undoubtedly requires appropriate teaching methods. These distinct aspects of NST align well with the capabilities of smart mobile devices, the critical feature of which is their ability to display interactive simulations and playful visualizations. This article aims to emphasize the feasibility of empirical research of how digital technologies support NST teaching to young children in the wake of the sudden pandemic outbreak based on a comprehensive literature review. With the virus as the central entity of nanoscale, following the current demands of the unprecedented health crisis, and developing appropriate educational applications in digital games, young children can be introduced to the fundamental concepts of NST.  NST is an interdisciplinary field that can enhance children's perceptions of the interconnectedness of nature with different fields of knowledge, such as Science, Technology, Engineering, Art, and Mathematics (STEAM).

ABSTRACT: This research aims in shedding light on international high school students’ perceptions, awareness, and prior knowledge about Artificial Intelligence and Machine Learning, as well as to investigate the effect of taking a relevant learning unit within a STEAM course on students’ dispositions toward and understanding about Artificial intelligence. The analysis of performance and reflection data from 62 individuals revealed low prior student engagement with Artificial Intelligence and Machine Learning content, a positive shift in the anticipated societal impact of Artificial Intelligence and an active engagement with online Artificial Intelligence applications during the unit, as well as no correlation between student performance and gender. It is suggested that the development and implementation of learning designs that focus on conceptual understanding of Artificial Intelligence and Machine Learning could benefit all students.

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.