Keywords
comparative analysis
integration models
general secondary education
How to Cite
Abstract
The article provides a comprehensive analysis of foreign and Ukrainian experience in implementing STEM education within the general secondary education system in the context of modern educational transformations and strategic priorities for human capital development. The role of STEM education is highlighted as a factor in increasing economic competitiveness, the innovative potential of society, and national security. Key international documents, analytical reports, and scientific publications reflecting the trends of STEM education development in Europe, Asia, and the USA are analyzed.
The study characterizes regional models of STEM education implementation (European, Asian, and American), identifying their didactic features, organizational forms, and technological priorities. A comparative analysis of STEM education markets in the Asia-Pacific and European regions is conducted, defining key growth drivers, dominant learning types, and development prospects. Special attention is paid to the transformation of STEM into the STEAM approach, the integration of digital technologies, the development of engineering thinking, and the formation of transversal competencies.
The national context of STEM education implementation in Ukraine is elucidated, including the regulatory and legal framework, scientific and methodological support from the National Academy of Educational Sciences of Ukraine, as well as innovative practices of implementing STEM as a separate intersectoral integrated course, integrating STEM modules into academic subjects, and applying the STEM approach as a pedagogical strategy. The didactic conditions for effective STEM education implementation are substantiated: levels of content integration, organizational forms, and teaching methods oriented toward inquiry-based learning and engineering design.
It is concluded that the implementation of STEM education in Ukraine’s general secondary education system requires the adaptation of world best practices, considering national educational traditions, resource capabilities, and the goals of general secondary education. Perspectives for further research are outlined, related to evaluating the effectiveness of various STEM education models and their impact on educational outcomes and students' professional self-determination.
References
Bybee, R. W., & Brown, P. L. (2025). STEM caring: Your guide to education goals, policies, programs, and practices (1st Ed.). Routledge. https://doi.org/10.4324/9781003618201
European Commission. (2025, March 11). A STEM education strategic plan: Skills for competitiveness and innovation (COM(2025) 89 final). https://education.ec.europa.eu/sites/default/files/2025-03/STEM_Education_Strategic_Plan_COM_2025_89_1_EN_0.pdf
Johnson, C. C., Peters-Burton, E. E., & Moore, T. J. (Eds.). (2021). STEM roadmap 2.0: A framework for integrated STEM education in the innovation age (2nd Ed.). Routledge. https://doi.org/10.4324/9781003034902
KBV Research. (2022). Europe STEM education in K–12 market size, share & industry trends analysis report by type, application, country and growth forecast, 2022–2028 (Market report). https://www.kbvresearch.com/europe-stem-education-in-k-12-market/
KBV Research. (2023). Asia Pacific STEM education in K–12 market size, share & industry trends analysis report by application, product, type, country and growth forecast, 2023–2030 (Market report). https://www.kbvresearch.com/asia-pacific-stem-education-in-k-12-market/
Mazzèo Ortolani, G. (2025). STEM and STEAM education and the integration of disciplines: A guide to evidence-informed policymaking (JRC141438). European Commission, Joint Research Centre. https://publications.jrc.ec.europa.eu/repository/handle/JRC141438
Teo, T. W., Tan, A. L., & Ng, Y. M. (Eds.). (2021). STEM education from Asia: Trends and perspectives. Routledge. https://doi.org/10.4324/9781003099888
Засєкіна, Т. М. (2025). Про результати досліджень проблем STEM-освіти в гімназіях і ліцеях у відділенні загальної середньої освіти і цифровізації освітніх систем НАПН України: За результатами наукової доповіді на засіданні Президії Національної академії педагогічних наук України, 15 травня 2025 р. Вісник Національної академії педагогічних наук України, 7(1), 1–9. https://doi.org/10.37472/v.naes.2025.7141
Засєкіна, Т., Левченко, Ф., Рогоза, В., & Тишковець, М. (2024). Типова освітня програма для 5–9 класів закладів загальної середньої освіти. Реалізація технології STEM-освіти в гімназії. Інститут педагогіки НАПН України.
Національний інститут стратегічних досліджень. (2024). Розвиток STEM-освіти: досвід країн ЄС та можливості використання в Україні (Аналітична записка). https://niss.gov.ua/news/komentari-ekspertiv/rozvytok-stem-osvity-dosvid-krayin-yes-ta-mozhlyvosti-vykorystannya-v
Bybee, R. W., & Brown, P. L. (2025). STEM caring: Your guide to education goals, policies, programs, and practices (1st Ed.). Routledge. https://doi.org/10.4324/9781003618201 (in English).
European Commission. (2025, March 11). A STEM education strategic plan: Skills for competitiveness and innovation (COM(2025) 89 final). https://education.ec.europa.eu/sites/default/files/2025-03/STEM_Education_Strategic_Plan_COM_2025_89_1_EN_0.pdf (in English).
Johnson, C. C., Peters-Burton, E. E., & Moore, T. J. (Eds.). (2021). STEM roadmap 2.0: A framework for integrated STEM education in the innovation age (2nd Ed.). Routledge. https://doi.org/10.4324/9781003034902 (in English).
KBV Research. (2022). Europe STEM education in K–12 market size, share & industry trends analysis report by type, application, country and growth forecast, 2022–2028 (Market report). https://www.kbvresearch.com/europe-stem-education-in-k-12-market/ (in English).
KBV Research. (2023). Asia Pacific STEM education in K–12 market size, share & industry trends analysis report by application, product, type, country and growth forecast, 2023–2030 (Market report). https://www.kbvresearch.com/asia-pacific-stem-education-in-k-12-market/ (in English).
Mazzèo Ortolani, G. (2025). STEM and STEAM education and the integration of disciplines: A guide to evidence-informed policymaking (JRC141438). European Commission, Joint Research Centre. https://publications.jrc.ec.europa.eu/repository/handle/JRC141438 (in English).
Natsionalnyi instytut stratehichnykh doslidzhen. (2024). Rozvytok STEM-osvity: dosvid krain YeS ta mozhlyvosti vykorystannia v Ukraini (Analitychna zapyska). https://niss.gov.ua/news/komentari-ekspertiv/rozvytok-stem-osvity-dosvid-krayin-yes-ta-mozhlyvosti-vykorystannya-v (in Ukraimian).
Teo, T. W., Tan, A. L., & Ng, Y. M. (Eds.). (2021). STEM education from Asia: Trends and perspectives. Routledge. https://doi.org/10.4324/9781003099888 (in English).
Zasiekina, T. M. (2025). Pro rezultaty doslidzhen problem STEM-osvity v himnaziiakh i litseiakh u viddilenni zahalnoi serednoi osvity i tsyfrovizatsii osvitnikh system NAPN Ukrainy: Za rezultatamy naukovoi dopovidi na zasidanni Prezydii Natsionalnoi akademii pedahohichnykh nauk Ukrainy, 15 travnia 2025 r. Visnyk Natsionalnoi akademii pedahohichnykh nauk Ukrainy, 7(1), 1–9. https://doi.org/10.37472/v.naes.2025.7141 (in Ukraimian).
Zasiekina, T., Levchenko, F., Rohoza, V., & Tyshkovets, M. (2024). Typova osvitnia prohrama dlia 5–9 klasiv zakladiv zahalnoi serednoi osvity. Realizatsiia tekhnolohii STEM-osvity v himnazii. Instytut pedahohiky NAPN Ukrainy (in Ukrainian).
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.