LEARNING FROM THE PAST; THINKING FOR THE FUTURE: REFLECTIONS ON STEM AND ITS INTEGRATION IN EDUCATION

Joseph Xhuxhi

Abstract


STEM—science, technology, engineering and mathematics—has evolved from a Cold War workforce initiative into an elastic slogan invoked by educators, policymakers and industry. Drawing on literature and my classroom experience in Spain, Albania and Romania, this paper traces the acronym’s little-known 1960s origins, shows how its meaning has fragmented between discipline-focused, interdisciplinary and equity-driven visions, and critiques the tendency to equate STEM with facilities rather than practice. Comparative case studies reveal well-equipped laboratories that sit idle, enthusiastic teachers constrained by centralised curricula, and community projects that thrive only when leaders align resources, assessment and moral purpose. This analysis positions STEM as a flexible object whose flexibility can empower teacher agency—but only if partners negotiate aims, balance disciplines, and embed inclusion as a design criterion. The paper concludes with four recommendations for schools and informal institutions to transform STEM from a buzzword into sustained, context-responsive practice grounded in equity and collaboration.

 

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Keywords


STEM education; interdisciplinary education; formal & informal learning environments; comparative education; educational equity; integrated STEM curriculum

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i7.6069

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