Since STEM was first conceived in the late 1990s momentum, funds and energy have been steadily increasing in implementing integrated STEM education. Integrated STEM education refers to two or more of the discipline areas being applied in tandem, and drawing upon the 21st century competencies, to solve problems or create products. Despite the publicity and public and private funding for programs worldwide, we have to question whether STEM education is capable of achieving the outcomes that have been foisted upon it or are the expectations just too high? How can integrating science, technology, engineering and mathematics achieve the aims of international competitiveness, fiscal security, and environmental rehabilitation and protection? This Special Issue focuses on STEM Education and explores research undertaken around a wide range of educational programs that seek to promote science and mathematics education within an integrated STEM education context.
The University of Sydney acknowledges that its campuses and facilities sit on the ancestral lands of Aboriginal and
Torres Strait Islander peoples, who have for thousands of generations exchanged knowledge for the benefit of all.
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