What the study found
The review found that integrating STEM education into curricula is affected by six main areas: systemic barriers, teacher challenges, student factors, curriculum issues, pedagogical gaps, and strategies and solutions. The authors identify teacher-related issues, especially limited professional development and limited interdisciplinary knowledge, as the most fundamental barriers.
Why the authors say this matters
The authors conclude that teacher empowerment is central to successful STEM integration. They also propose that aligning curricula with industry needs and Sustainable Development Goals (SDGs) may support more effective and inclusive STEM integration across different educational contexts.
What the researchers tested
The researchers conducted a systematic review using the PRISMA approach, selecting 28 peer-reviewed articles published between 2015 and 2025. They used qualitative content analysis to develop codes, categories, and themes from the reviewed studies.
What worked and what didn't
The review reports that teacher empowerment, robust professional development, pedagogical innovation, and strong policy support are part of the proposed solution framework. It also found that resource limitations and policy gaps were significant impediments, while teacher-related issues emerged as the most fundamental barriers.
What to keep in mind
This is a review article, so its findings depend on the studies it included. The abstract does not describe limitations beyond the review scope, but it does note that the proposed framework is intended as a generic and adaptable tool.
Key points
- The review identified six themes affecting STEM integration in curricula.
- Teacher challenges, including limited professional development and interdisciplinary knowledge, were the most fundamental barriers.
- Resource limitations and policy gaps were also significant impediments.
- The authors conclude that teacher empowerment is central to successful STEM integration.
- The proposed framework emphasizes professional development, curriculum alignment with industry needs and SDGs, pedagogical innovation, and policy support.
Disclosure
- Research title:
- Teacher-related barriers hinder STEM curriculum integration
- Authors:
- Mohamed Jama Madar, Mohamed Ahmed Sulub, Fosi Kofal, Ahmed Khalif
- Institutions:
- University of Hargeisa, University of Hargeisa, University of Hargeisa, University of Hargeisa
- Publication date:
- 2026-03-03
- OpenAlex record:
- View
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