Sustainable STEM Education in Arab Countries: Features and Challenges

Abstract

This paper investigates how sustainable STEM education is being shaped within the pre-university systems of the 22 Arab countries. By categorizing these systems into four groups based on the Global Knowledge Index and two analytical tracks, this study examines in detail the factors that enable—or hinder—the development of long-term, sustainability-oriented competencies in science, technology, engineering, and mathematics. Beyond pedagogical dimensions, this study emphasizes STEM education as a strategic tool for achieving national sustainable development goals (SDGs), promoting workforce readiness, and informing education policy reform. The analysis highlights the policy efforts, systemic limitations, and the need for localized strategies to integrate sustainability into the STEM curricula and teacher training. It is structured in six sections: (1) an introduction to STEM and sustainability concepts, the Global Knowledge Index, and the Arab-region education landscape; (2) research questions, methodology, and data sources; (3) analysis of Groups 1 and 2, assessing their experiences in implementing sustainability-driven STEM initiatives; (4) analysis of Groups 3 and 4, evaluating their readiness for adopting sustainable STEM programs; (5) discussion of findings in light of sustainability policy frameworks; and (6) a concluding overview with actionable recommendations to align national education systems with global sustainability goals.

1. Introduction

Arab governments, like their counterparts worldwide, recognize the profound transformations driven by the knowledge revolution. In response, many Arab states have acknowledged the imperative to align their educational systems with these global shifts, spurring the development of comprehensive sustainable educational reform plans. Among these efforts is the adoption of innovative sustainability-oriented methodologies compatible with future-oriented education frameworks, particularly Science, Technology, Engineering, and Mathematics (STEM) education.

However, despite these initiatives, the outcomes of such reforms have yet to meet desired benchmarks, as reflected in international education indicators—most notably the Programme for International Student Assessment (PISA) scores, which we will examine later. This gap underscores the need for a systematic evaluation of these reform experiences, a critical identification of the challenges hindering effective STEM implementation, and an exploration of actionable strategies to overcome these barriers and achieve measurable progress.

1.1. Overview of STEM

STEM is a well-established term for science, technology, engineering, and mathematics. The abbreviation “A” for arts is sometimes added to incorporate the humanities and social sciences, forming STEAM. There are four recognized levels of STEM integration [1]:

• Disciplinary: concepts and skills are learned separately within each discipline.
• Multidisciplinary: concepts and skills are learned separately within each discipline but around a common theme.
• Interdisciplinary: concepts and skills from two or more disciplines are closely linked to deepen knowledge and skills.
• Transdisciplinary: knowledge and skills from multiple disciplines are applied to real-world problems and projects, shaping the learning experience holistically.

The highest level of STEM implementation integrates different disciplines in various ways, such as science and technology, science and mathematics, or all three combined [2]. Integrated STEM education fosters critical thinking and active learning, often incorporating problem-based and project-based learning approaches. This methodology has its roots in experiential education, as defined by Dewey in 1938 [2,3].

This paper provides a descriptive analysis of education systems in Arab countries and their approaches to adopting STEM. It examines the following:

• The general conditions influencing education systems in these countries.
• STEM education as both a standalone subject (science or technology education) and an integrated discipline.
• The teaching methods that support STEM education.
• The structure of STEM curricula, whether basic or enrichment, formal or informal, and whether they target specific groups such as gifted students.

1.2. Overview of Global Knowledge Index

Given the profound transformations brought about by the knowledge revolution, analyzing education systems requires a comprehensive cognitive perspective that accounts for all factors influencing education within a dynamic analytical framework. This approach enables the examination of how cognitive (e.g., learning competencies), technological (e.g., digital infrastructure), and socio-economic (e.g., cultural contexts and resources) factors collectively shape the educational outcomes and quality. The perspective is rooted in the premise that effective education analysis requires an integrated assessment of these factors, as opposed to isolated evaluation. Accordingly, several international assessment frameworks have been developed, centered on three core pillars: education, information and communication technology (ICT), and innovation. Most indicators may incorporate additional economic and social dimensions as well.

One such assessment framework is the Global Knowledge Index (GKI), published by the United Nations Development Program (UNDP) and the Mohammed bin Rashid Knowledge Foundation (MBRF). The GKI consists of seven key pillars [4]:

• Pre-university education (23 indicators);
• Technical education and vocational training (18 indicators);
• Higher education (19 indicators);
• Research, development, and innovation (30 indicators);
• Information and communications technology (23 indicators);
• Economy (23 sub-indicators);
• Enabling environment (19 indicators).

This study uses the GKI to classify the 22 member countries of the League of Arab States based on their GKI scores over the past three years. The 2023 GKI report serves as a unified source of quantitative data, as its methodology relies on primary data sources. It is important to acknowledge that, ideally, more granular and STEM-specific metrics would offer deeper and more precise insights into the educational landscape. However, such detailed data are frequently unavailable, inconsistent, or incomplete across many Arab countries. Consequently, the Global Knowledge Index (GKI), despite its broader and more generalized scope, provides a practical and comprehensive framework for comparative analysis within the regional context. This pragmatic methodological choice enables this study to benefit from reliable, standardized, and multidimensional data while acknowledging the limitations posed by the current scarcity of STEM-specific indicators. In the interim, the Global Knowledge Index (GKI) offers a coherent analytical foundation for STEM education research, given its alignment with the progressive evolution of educational models (Education 0.1 through 0.4)—of which STEM is a core manifestation—and its responsiveness to the successive knowledge revolutions (Revolution 0.1 through 0.4). Through its comprehensive coverage of cognitive, technological, and economic dimensions, the GKI effectively captures the structural shifts underpinning knowledge-based societies.

1.3. Overview of the Arabic Education Systems

Through this comprehensive overview of the education systems in the 22 Arab countries, we aimed to assess the degree of similarity between these systems in terms of structure and the absence of fundamental differences, thereby enabling a comparative, descriptive, and analytical study.

Arab education systems are characterized by strong centralization under ministries of education [5]. The educational framework in Arab countries shares several common features [6].

• Preschool education (ISCED level 0) is not formally included in the educational structure.
• The typical starting age for formal education is six years.
• Most Arab countries follow a 12-year formal education system.
• The education ladder is generally divided into three stages: primary, preparatory, and secondary, corresponding to ISCED levels 1, 2, and 3, with variations in the number of years per stage.
• The secondary stage is followed by vocational education, university, and postgraduate education (ISCED levels 5–8).
• Transition mechanisms between education stages vary: Tunisia, Jordan, and Oman use continuous assessment, Saudi Arabia relies on school exams, and Morocco and Egypt implement centralized written tests.

Figure 1 illustrates the educational stages in Arab countries.

In most Arab nations, education is compulsory and free at the primary and preparatory levels. Some countries, such as the UAE, extend this mandate to the secondary level. The role of private education varies across the region, being more prominent in Gulf countries. In all cases, private institutions operate under the supervision of government ministries.

2. Research Question, Methodology, Sources of Information

2.1. Research Question

2.1.1. Central Research Question

What structural and systemic challenges hinder the effective implementation and sustainable integration of STEM education across Arab countries with varying levels of knowledge infrastructure?

2.1.2. Sub-Questions

• How do education systems across Arab countries differ in their readiness, pathways, and approaches toward adopting STEM education, based on their knowledge performance profiles?
• What are the primary obstacles encountered during STEM education reform efforts in Arab countries, and how do these vary across different system types?
• To what extent are countries with limited STEM integration prepared for future adoption, and what structural gaps must be addressed to enhance their readiness?

2.2. Research Phases

This study is a comparative, descriptive, and analytical research study conducted through the following phases:

• Country classification:
  • Arab countries were classified into four groups based on their Global Knowledge Index (GKI) scores from the three most recent annual reports (2021, 2022, and 2023).
    The classification criteria were as follows:

    -

    Group 1: Countries with GKI scores above the global average in at least two of the three years. These countries demonstrate sustained knowledge-system performance and relatively higher readiness for STEM implementation.

    -

    Group 2: Countries with GKI scores below the global average but included in at least two reports. These represent systems with moderate continuity in reporting and infrastructure.

    -

    Group 3: Countries appearing only once in the 2021 GKI report and omitted thereafter. Their absence in subsequent editions is likely due to increased methodological rigor or lack of updated data.

    -

    Group 4: Countries that have never appeared in any of the GKI reports from 2021 to 2023. This absence often reflects profound structural or data limitations.

This four-tier classification was employed not only as a tool for comparison but also to reflect meaningful distinctions in data availability, reporting consistency, and systemic capacity for adopting STEM initiatives.

2.

Descriptive Study:

• Analyzed the general features of each country’s education system.
• Categorized the four groups into two analytical tracks:

  -

  First track: countries in the first and second groups, where STEM is already applied or where an alternative approach serves as an introduction to STEM.

  -

  Second track: countries in the third and fourth groups, focusing on their readiness to adopt STEM.

• Identified key challenges for each track.

3.

Analytical Study:

This analytical phase builds directly upon the descriptive findings from both tracks. By synthesizing the variations and shared patterns observed across the four country groups, this section aims to provide a deeper comparative perspective on structural characteristics and recurring challenges in STEM education implementation.

• • Defined education system characteristics based on each track.
  • Identified common challenges.
  • Evaluated the applied classification methodology.

This methodological framework ensures a coherent transition from a comprehensive descriptive overview of STEM education systems in Arab countries to a focused analytical examination of common and different challenges. By explicitly linking the descriptive findings to the subsequent comparative analysis, this study provides a nuanced understanding of the factors influencing the adoption and sustainability of STEM education in the region.

2.3. Sources of Information

One of the primary challenges encountered in this study was the limited availability of research on STEM education in many Arab countries, particularly those in Groups 3 and 4. To overcome this limitation, a diverse range of sources was utilized, including government reports, publications from international and regional organizations, and academic literature.

For government reports, a targeted search was conducted on the official websites of Arab governments, as well as those of international and regional organizations. Regarding academic literature, Google Scholar was used with the following search parameters:

• Search terms: “country name” combined with “STEM,” “STEAM,” “education system,” “education system reform,” or “science education.”
• Time frame: 2010–2024, with extensions beyond this period when relevant studies were scarce.
• Language: Arabic or English.

3. First Track

This track focuses on describing and evaluating experiences with the application of STEM education in the countries in the first and second groups. Countries in each group are reviewed in order of their ranking in the Global Knowledge Index 2023.

3.1. First Group Findings

This group includes six countries, the Gulf Cooperation Council (GCC) countries, all of which recorded a value higher than the global average in the GKI during the last three years, except Oman, which fell below the global average in 2023 by four-tenths, as

Table 1. First group country rankings by Global Knowledge Index (GKI) ¹ [4,7,8].

Year	2021		2022		2023
World Average	48.4		46.5		47.5
	Rank	Value	Rank	Value	Rank	Value
UAE	11/154	67.3	25/132	58.9	26/133	60.5
Qatar	38/154	58.7	37/132	54.1	39/133	54.8
SA	40/154	57.6	43/132	51.1	40/133	54.5
Kuwait	48/154	54.5	47/132	50.1	44/133	52.4
Bahrain	55/154	52.2	55/132	47.4	56/133	48.1
Oman	52/154	52.3	54/132	48.0	66/133	47.1

¹ The number after the “/” in this table and in Table 6 indicates the country’s ranking among the countries included in the Global Knowledge Index in 2021, 2022, and 2023, which are 154, 132, and 133 countries, respectively.

shows.

As shown in

Table 2. General socioeconomic indicators for first group countries (GKI 2023) [4].

	UAE	Qatar	SA	Kuwait	Bahrain	Oman
Population	9,365,145	2,688,235	35,950,393	4,250,114	1,463,266	4,520,471
GDP (USD billions)	701,467	291,688	1,821,276	209,894	76,342	191,712
GDP per capita 1	65.1/5	83.9/4	42.9/20	42.2/22	44.5/18	30.2/39
HDI 2	26/61	38/61	39/61	43/61	53/61	57/61

¹ The number after the “/” in this table and Table 6 indicates the country’s ranking in this indicator, among the countries included in GKI 2023, which are 133 countries. This indicator—which divides GDP by the mid-year population to show the average economic output per capita in U.S. dollars—and the Gross Domestic Product (GDP), which measures the total value of goods and services produced within a country in one year (in billions of U.S. dollars), are two key indicators in the economy pillar of the Global Knowledge Index. They are used to assess countries’ economic performance and knowledge infrastructure. ² “xx/61” indicates the country’s ranking in HDI, among the countries included in the group of countries with very high human development index, which are 61 countries.

, the countries in this group are characterized by a high GDP, which reflects positively on the GDP per capita, as they are among the countries with a small population, except Saudi Arabia, which has a population of more than 35 million, and they are all classified among the group of countries with very high human development index (HDI).

GCC are oil countries, and this is what prompted them all in their future development plans to focus on transitioning their economy from its oil form to a knowledge-based economy to diversify sources of income. These plans were based mainly on reforming the education system, as will be mentioned later. These countries, with their oil economy, have attracted many workers from abroad, making the societies of these countries characterized by the diversity of nationalities present in them with their different cultures. This is reflected in the form of their education system in terms of the diversity of schools and curricula, and the percentage of students in private schools exceeds the rate in public schools. For example, according to the open data set of the Ministry of Education in the UAE, in the year 2023–2024, the number of students in government schools reached 360,681, compared to 394,339 students in non-governmental schools.

In their education reform plans, the GCC countries focused on raising the quality of education. They worked to measure its outcomes through the results of international tests that they were keen to undergo, such as PISA and TIMSS. However, despite their efforts, they still achieved a declining rank, highlighting the importance of the STEM approach, which appeared differently between these countries.

Table 3. Key education indicators of the first group countries ¹ [4].

	UAE	Qatar	SA	Kuwait	Bahrain	Oman
PISA assessment	44.7/45	35.7/58	23.4/69	n/a	n/a	n/a
Net enrolment rate in upper secondary education	97.7/9	89.1/43	99.5/3	77.5/72	97.4/11	72.8/81
Enrolment in Bachelor’s or equivalent level (%)	31.4/53	18.6/82	33.9/41	39.5/26	42.6/16	25.1/66
Tertiary graduate from STEM programs(%)	82.4/11	44.3/90	69.8/29	n/a	40.7/95	98.1/2
Unemployment rate between advanced education	86.6/55	100/1	73.6/91	81.6/75	n/a	85.5/60

¹ The number after the “/” in this table and Table 8 indicates the country’s ranking in the intended indicator, among the countries included in GKI 2023, which are 133 countries.

provides an overview of the quality of education systems and the STEM approach in the GCC through a set of indicators. More details about the features of STEM education implementation in these countries are in

Table 4. STEM education features of the first group of countries.

Features
General vision and educational policies and strategies
UAE	Reforming the education system was a key objective of both the UAE Vision 2021 and the UAE Centennial 2071, aimed at facilitating the nation’s transition towards a knowledge-based economy [9]. This reform responded to rapid technological advancements and the Fourth Industrial Revolution [10]. The Ministry of Education’s Strategic Direction 2023–2026 was developed in alignment with these goals [11]. Although this Strategic Direction did not explicitly mention STEM, it implicitly promoted STEM education in line with the following national initiatives: [10]: - Fourth Industrial Revolution Strategy, September 2017; - Artificial Intelligence Strategy, October 2017; - National Science Agenda, April 2018.
QA	The new education strategy (2024–2030) focuses on raising students’ enrolment in STEM programs in line with Qatar’s Vision 2030 and its aspiration to become an effective competitor in the global economy [6].
SA	Since 2011, the Ministry of Education in Saudi Arabia has adopted the STEM education trend in its general education strategy 2011, the Ministry was keen to employ this trend in enrichment programs to nurture outstanding students and invest in their energies [12]. Saudi Arabia has continued to adopt STEM education within its Vision 2030 and through the STEM Education Development Center initiative (Vision 2030 in Saudi Arabia, 2017).
KU	The STEM approach was not among the priorities of the Ministry of Education in Kuwait [13], as the general education development strategy for the years (2005–2025) did not include any reference to STEM education but it included a specific goal to link education with technology [14]
OM	Oman Vision 2040 focused on one of its strategic directions on education as a driver for reaching a knowledge society and on restructuring education [15], but STEM was not mentioned within the Education Strategy 2040, or any of its five sub-components [16]
BH	The National Strategy for Scientific Research 2014–2024, specifically, the fourth strategic goal to improve public awareness and spread the culture of scientific research and innovation; the tasks related to this goal included an emphasis on STEM education [17]
STEM Implementation Adoption Year
UAE	2010 [18,19] as a result of adopting the Next Generation Science Standards (NGSSs) which provide a framework for science education reform emphasizing critical thinking, inquiry, and real-world application of scientific knowledge in many educational institutions.
QA	2018 [16]
SA	2011 [20]
KU	-
OM	2018 [17]
BH	2019 [18]
The Applied Model
UAE	Emirati students (UAE citizens) can follow the Elite Stream in the fifth grade, a track focusing on STEM education [21]. In international and national schools, the STEM approach is applied as enrichment lessons or additional tracks, varying depending on the school’s policies, the education team, and its ability to provide the necessary laboratories and infrastructure, which is reflected in the education fees [10].
QA	At government STEM schools based on the integration model, using educational resources designated in line with the country’s trends and Arab culture, and a special evaluation system [22]; this model is directed to a specific category of students (outstanding students) and not to all students in the secondary stage, and does not include vocational education [22].
SA	The STEM education model is applied in two contexts: within the school context and outside the school context [12], through two STEM programs developed by the government company ‘Tatweer for Educational Services’ [23,24]: - Program of independent science centers, fixed and mobile, and school-based STEM centers; - Professional development program for science and mathematics teachers.
KU	In 2012, giftedness classes for outstanding students were established within government schools in three educational regions. In 2016, the model was developed into an Academy operated by Sabah Al-Ahmad Center for Giftedness and Creativity, for outstanding students from the sixth grade; this school provides enrichment materials according to the STEM model outside the basic curriculum [22]. Some initiatives conducted by the private sector as non-formal learning that enhances STEM education through content enrichment [13].
OM	STAM OMAN is a program adopted by the Sultanate and designed by a British company [25]. It is an enrichment program that complements the curricula applied in schools. It is being implemented in selected schools (18 schools in 2018–2019) and is gradually expanding. It is based on interactive and practical education, linking the science, technology, engineering, and mathematics curriculum with current scientific curricula. The program was accompanied by training 12 teachers to become trainers later [26].
BH	In 2020, the Ministry of Education implemented a training program for teachers on modern technologies in teaching STEAM [17]. The implementation of the (STEM) education project began in Nov 2019 in secondary schools as a curriculum presented in the form of interactive enrichment lectures that include practical applications for first-year secondary school students [27]

.

Table 5. Overview of STEM education challenges in the first group ¹.

Challenges		UAE 2	QA 3	SA 4	KU 5	BH 6	OM 7
challenges related to teachers	Lack of awareness and familiarity of teachers with STEM education		-	✓	✓	✓
	The need for professional development, and insufficient training	✓	✓	✓	✓	✓	✓
	Lack of time, overload, and its impact on teachers’ enthusiasm and satisfaction	✓	✓	-	✓	-	✓
	Teachers’ salaries	✓	-	-	-	-	-
Curriculum challenges	Balancing curriculum requirements with STEM goals	✓	-	✓	✓	-	✓
	Introducing the concepts of engineering design and technology and integrating them with science and mathematics	✓	✓	-	-	-	✓
	Take advantage of interactive tools	✓	✓	✓	✓	-	✓
	Formulating school curricula in the Arabic language and adapting them to the Arab environment and culture	✓	-	-	✓	-	✓
ConfirmedChallenges related to the educational process	School leaders have a clear and unified vision for implementing STEM	✓	✓	-	-	-	-
	Allocating resources in the school	✓		✓	✓	-	-
	Integrating technology into education				✓	-	-
The cultural and societal challenges	The increasing interest in studying STEM		✓	✓	-	-
	Enhancing students’ enthusiasm, self-efficacy, and self-confidence	-	✓	✓	✓	-
	Women’s interest in studying STEM and presence in STEM Jobs	✓	✓	✓	✓	-	-
Other challenges	Availability of published research on the STEM implementation experience					✓
	Assessment criteria	-	-	-	-	-	-
	Expanding the scope to include all levels and not limiting it to selected students or enrichment tracks	-	-	-	-	-	-

¹ To read Table 5 and Table 10 (which will appear later), use the following symbols: ✔ The presence of a challenge in the country; a blank cell means the country has overcome the challenge; and ‘-’ denotes uncertainty or lack of information. ² [9,10,18,28,29,30,31]. ³ [28,32,33,34,35]. ⁴ [22,28,36,37,38,39]. ⁵ [13,28,40,41]. ⁶ [28,38]. ⁷ [25,26,28,42,43].

shows the challenges facing the STEM application in these countries.

3.2. Second Group Finding

This group includes five countries: Tunisia, Palestine, Egypt, Morocco, and Jordan. According to the Global Knowledge Index, all of these countries recorded a value lower than the global average in the GKI during the last three years, except Egypt, which was not included in the index in 2021, as

Table 6. Second group country rankings by Global Knowledge Index (GKI) [4,7,8].

Year	2021		2022		2023
World Average	48.4		46.5		47.5
	Rank	Value	Rank	Value	Rank	Value
Tunisia	83/154	47.2	82/133	43.1	81/133	44.5
Palestine	106/154	42	93/133	40.7	89/133	42.6
Egypt			95/133	40.5	90/133	42.5
Morocco	101/154	43.5	85/133	42.4	92/133	42.5
Jordan	103/154	42.5	96/133	40.0	97/133	41.1

shows.

As shown in

Table 7. General socioeconomic indicators for second group countries (GKI 2023) [4].

	Tunisia	Palestine	Egypt	Morocco	Jordan
Population	12,262,946	5,133,392	109,262,178	37,076,585	11,148,278
GDP (USD billions)	130,699	28,862	1,418,538	306,611	10,517
GDP per capita	8.6/88	4.4/102	10.5/79	6.4/97	7.5/91
HDI 1	16/28	23/28	24/28	6/25	27/28

¹ “xx/28” indicates the country’s ranking in HDI, among the countries included in the group of countries with high human development index, which are 28 countries, with the exception “xx/25” which indicates Morocco’s ranking in HDI, among the countries included in the group of countries with a medium human development index, which are 25 countries.

, there is a distinction between the countries of this group, especially Egypt, which has the second-largest GDP in the Arab countries after Saudi Arabia. However, this is not reflected in the GDP per capita due to the large population, as Egypt has the largest population among the Arab countries. As for Palestine, it differs from the rest of the countries of the group in terms of its formation as a state due to the political conditions it suffers from, which is reflected in its economic indicators despite achieving an advanced position compared to the rest of the countries of the group in GKI. All countries of this group fall within the group of countries with a high human development index (HDI), which is 28 countries, except Morocco, which falls within the group of countries with a medium human development index (HDI), which is 25 countries.

Public schools in these countries are considered the main pillar of the education system, and all of them have launched their reform plans for the education system by focusing on these schools, based on the belief in the role they can play in achieving social and economic growth. Despite the availability of this conviction, the indicators listed in

Table 8. Key education indicators of the second group countries [4].

	Tunisia	Palestine	Egypt	Morocco	Jordan
PISA assessment	16.8/71	n/a	n/a	15.2/72	36.8/56
Net enrolment rate in upper secondary education	n/a	72.6/82	68.6/86	74.1/78	56.6/99
Enrolment in Bachelor’s or equivalent level (%)	15/86	26.7/63	27.4/60	22.6/75	21.1/76
Tertiary graduate from STEM programs (%)	94.2/5	42.3/93	42/94	67.7/32	67.5/34
Unemployment rate between advanced education	5.8/130	0/132	48.8/120	14.9/129	5.7/131

, especially the “Unemployment rate between advanced education” indicator, show that the reform plans have not achieved their desired goals. Below is a detailed description of the reform plans in the countries of this group (

Table 9. STEM education features of the second group of countries.

Features
General vision and educational policies and strategies
TUN	The Education System Reform Project “White Paper” focused on developing the teacher evaluation system, raising professional competence, improving infrastructure, promoting decentralization of decision-making, and enhancing the use of new computer technologies in schools [44].
PAL	The Palestinian Education Strategy 2025–2027 focuses on enhancing education quality by building teacher skills and implementing the STEM approach, aiming to integrate key science and technology skills in an inclusive learning environment [45].
EGP	Egypt launched the STEM initiative as part of its attempt to reform education which received international support and funding through the United States Agency for International Development
MOR	The strategic vision for education reform 2015–2030 did not include an explicit adoption of the STEM approach [46], but it is considered a prelude to a fertile environment for adoption, especially with the issuance of the Law—Framework No. 51017 related to the system of education, training, and scientific research, which includes texts directed towards “adopting the methodology of knowledge interaction and the integration of disciplines” [47] (p. 17)
JOR	STEM education has not been adopted as an explicit option for educational reform but rather has been moved towards an option-blended education, which combines traditional teaching mechanisms led by the teacher, with electronic and digital means to provide information and stimulate critical thinking, taking advantage of the opportunity to accept and become accustomed to distance learning during the COVID-19 epidemic [48]
STEM Implementation Adoption Year
TUN	-
PAL	2021 [49]
EGP	2011 [42]
MOR	-
JOR	-
The Applied Model
TUN	Although there is no strategic approach to implementing STEM education [50], “Robots for Liberalism and Democracy” was launched at the executive level as a Tunisian STEM initiative. A STEM and educational robotics program has been rolled out in Tunisian public schools as a partnership between the IEEE Tunisia SIGHT chapter and the Academic Inspectorate of Primary Education. The program was developed as clubs outside of educational classes and aims to motivate students to practice artificial intelligence activities and enhance their awareness of science, technology, and mathematics [51].
PAL	At the operational level, the strategy has established a plan extending until the end of 2027 to activate STEM education through a systematic annual training program involving over 11,000 teachers and technicians, as well as nearly a quarter of a million students across basic and secondary education stages [45]. This effort is integrated with the World Bank–funded SERATAC project, which has contributed to building a national framework for STEM education, teacher training, and enhancing assessment mechanisms [52].
EGP	STEM secondary schools (19 schools in 2022) which are single-sex boarding high schools for outstanding students [53], relying on specially developed integrated curricula, and an assessment system that takes into account the assessment of students’ skills in terms of design ability, creativity, critical thinking, and collaborative learning skills [54]. Establishing a specialized unit in the Ministry of Education and Technical Education, which is responsible for developing curricula and examinations, hiring teachers and supporting staff, and developing and maintaining infrastructure in STEM schools [2]. A professional diploma program in STEM education at the American University [48].
MOR	GENIE program is considered the practical embodiment of the national strategy for disseminating information and communication technology in the education sector (ICTE) [55,56]. A group of partnerships, to prepare young people for independent jobs, to implement STEM programs for students through practical learning, collective work, and fun for robotics [57].
JOR	Although STEM education was not directly adopted at the policy and strategy level, initiatives were taken at the executive level, such as establishing the STEM Unit within the King Hussein Foundation “Jubilee Center for Educational Excellence” concerned with developing STEM programs, where an integrated program is provided to educational institutions that includes practical training for teachers and preparing portfolios and curricula [58]. The resource rooms program for gifted and talented students is a room in the school used to implement enrichment activities and events for outstanding students according to an individual educational enrichment plan for each student who uses this room, such that the plan is determined according to the student’s areas of excellence, as well as the outstanding students’ program represented by the King Abdullah II Schools for Excellence, where outstanding students are provided with an educational enrichment model in STEM specializations. 1

¹ Documents from the Ministry of Education in Jordan obtained in cooperation with the Executive Director of Talal Ghazaleh Foundation for Quality Education “TAG-EDUCA”.

), with an analysis of the challenges facing achieving its goals from the perspective of adopting the STEM approach as one of the trends capable of achieving the desired growth (

Table 10. Overview of STEM education challenges in the second group.

Challenges		TUN 1	PAL 2	EGP 3	MOR 4	JOR 5
challenges related to teachers	Lack of awareness and familiarity of teachers with STEM education	-	✓		-
	The need for professional development, and insufficient training	✓	✓	✓	✓	✓
	Lack of time, overload, and its impact on teachers’ enthusiasm and satisfaction	-	✓	✓	-	✓
	Teachers’ salaries	-	-	-	-	-
Curriculum challenges	Balancing curriculum requirements with STEM goals	✓	✓	✓	-	✓
	Introducing the concepts of engineering design and technology and integrating them with science and mathematics	✓	✓	✓	-	-
	Take advantage of interactive tools	✓	✓	✓	-	✓
	Formulating school curricula in the Arabic language and adapting them to the Arab environment and culture	-	✓	-	✓	-
Challenges related to the educational process	School leaders have a clear and unified vision for implementing STEM	-	-		-	-
	Allocating resources in the school	-	✓	✓	-	✓
	Integrating technology into education	-	-	-		✓
The cultural and societal challenges	The increasing interest in studying STEM		✓			✓
	Enhancing students’ enthusiasm, self-efficacy, and self-confidence		-	-	-	✓
	Women’s interest in studying STEM and presence in STEM Jobs		-	-	-	-
Other challenges	Availability of published research on the STEM implementation experience	✓				✓
	Assessment criteria	-	-	✓	-	-
	Expanding the scope to include all levels and not limiting it to selected students or enrichment tracks	-	-	✓	-	-

¹ Use the following symbols: ✔ The presence of a challenge in the country; a blank cell means the country has overcome the challenge; and ‘-’ denotes uncertainty or lack of information. [59,60,61,62]. ² [63,64,65,66,67,68]. ³ [2,48,49,53,69]. ⁴ [55,70,71,72,73]. ⁵ [36,58,74].

).

4. Second Track

This track focuses on measuring the readiness of countries in the third and fourth groups. The countries in the third group are considered in order of their ranking in the Global Knowledge Index 2021 and the countries in the fourth group are in order of population size from largest to smallest.

4.1. Third Group Finding

The third group includes six countries, which are the countries included in the GKI report in the year 2021, but not in the years 2022 and 2023.

Table 11. Third group country rankings by Global Knowledge Index (GKI) [7].

World Average	48.4
	Rank	Value
Lebanon	90/154	44.8
Algeria	111/154	40.3
Iraq	137/154	33
Sudan	145/154	30.4
Mauritania	147/154	29
Yemen	150/154	28.6

shows these countries ranked according to the GKI value in 2021.

These countries live in a state of varying political stability, ranging from extreme tension in Sudan and Yemen to relative stability in Iraq and Lebanon and good stability in Algeria and Mauritania, which we believe were candidates to be in the second group.

The state of stability in these countries was naturally reflected in their education systems, and strategies and priorities for reform and development varied according to the circumstances of each country, as will be stated in the next description table,

Table 12. Education features of the third group of countries.

Features
Features of political and economic stability
LEB	After the end of the civil war and the beginning of recovery, Lebanon has returned since the COVID-19 pandemic to suffer from a new set of political and economic crises that have placed more than half of the population below the poverty line [75]
ALG	Political stability and an oil economy in need of diversification [76].
IRQ	Two decades of major wars followed by relative stability in 2003, interspersed with waves of violence that Iraq witnessed in the years 2006–2008, then in 2014, the state of instability deprived Iraq of enjoying the benefits of its oil economy [77].
SUD	After more than three decades of political instability during the period 1983–2019, Sudan returned to witness fighting and violence again in 2023 [78].
MAU	The annual report of the UNICEF office in Mauritania for the year 2023 indicated the state of stability that the country is witnessing, in addition to a set of indicators that predict the country’s ability to achieve remarkable economic growth [79].
YEM	Since 2011, Yemen has been experiencing political instability and ongoing civil wars [80]. Going back to before 2011, according to a World Bank document [81], Yemen was the poorest country in the Middle East, lagging in achieving the 2015 development goals.
Features of educational system reform attempts
LEB	The five-year plan for general education 2021–2025 focuses on developing curricula to support 21st-century skills, developing teachers’ skills, and distance education [82].
ALG	A reform model has been in place since 2003 [83,84] Therefore, there is a need for a new reform model capable of keeping pace with future requirements [85] and a new educational strategy based on innovative programs to prepare students and train teachers [76].
IRQ	The education system has continued to collapse since the 1980s after enjoying high performance [86], and in an attempt to reform it, the National Education Strategy in Iraq 2022–2031 was formulated. This strategy did not include any special orientation towards adopting STEM education, despite the emphasis on “providing youth with the skills required in the knowledge society in the twenty-first century” [77].
SUD	The education system in Sudan faces one of the most severe crises in the world, as the war led to 19 million children leaving school. A large number of schools were damaged and the remaining part of them were converted into shelters, according to reports from the Office for the Coordination of Humanitarian Affairs and UNICEF [87].
MAU	The education system in Mauritania has witnessed several reform cycles during the years 1967, 1973, and 1979, ending with the 1999 reform that sought to achieve a balance between national culture, the Arabic language, modernization, and openness by unifying the education system and promoting science teaching [88], and the progress being made in the education sector is still significant [79].
YEM	The education system in Yemen was not strong, and because of the war it has turned into a state of chaos [89,90].
Readiness to implement STEM
LEB	Developing a pilot project for a modern curriculum to be later adopted as a national curriculum through cooperation between the Centre for Educational Research and Development and one of the prestigious schools, benefiting from its laboratories, and the expertise at some Lebanese universities in designing STEM training sessions [2], in addition to the plan to reform the education system, are opportunities to move towards STEM education in Lebanon, if the challenges associated with weak public resources and high poverty rates are overcome.
ALG	The STEM approach is not included in any official document, but Algeria, with its relative political stability and oil economy, could increase the chances of STEM applicability, especially with some experiments such as the Algerian STEM Center (“Algiers STEM Center; World Learning Algeria,” n.d.) [91].
IRQ	STEM programs appear to be optional or non-existent [92], and Iraq remains well-positioned to restore the efficiency of its pre-1980s education system and adopt future-oriented education approaches if it can achieve sustainable political stability and economic growth.
SUD	Elhag & Abdelmawla [93] confirmed, through their interviews with key actors in the Ministry of General Education, and their review of its reports, that the education system in Sudan is not well equipped to facilitate participation in STEM programs.
MAU	The National Strategy for Accelerated Growth and Shared Prosperity (2016–2030) [94], the adoption of “Law 2022–023 on the National Education System Orientation Law”, and its implementation through a new national education sector development program (National Education Sector Development Program—PNDSE III) [95,96] constitute significant opportunities for Mauritania’s transition to STEM education. This depends on the continued stability and improvement in performance indicators, with the Mauritanian government’s ability to overcome the challenges facing society in terms of strengthening national identity and resolving the ongoing debate on national languages and Arabic, according to numerous reports from international organizations and local institutions.
YEM	-

.

4.2. Fourth Group Finding

This is a group of five countries that the Knowledge Index did not include in its reports at all. According to the World Bank, all countries in this group are classified as low-income countries (less than USD 1145), except Libya, which is classified as an upper-middle-income country (USD 5416–14,005) [97].

Table 13. Education features of the fourth group of countries.

Features
Features of political and economic stability
SYR	In the years 2000–2010, Syria achieved the highest growth rates in the Middle East and North Africa. When the country lost its political stability from 2011 onwards, its growth rates fell sharply. However, after regaining relative political stability, it developed its 2030 development program in 2020 to overcome the effects of the war [98].
SOM	Suffered from a civil war that extended from 1991 until 2011 when the Federal Government of Somalia was formed in 2012 [99].
LYB	After the fall of the government that lasted for more than four decades in Libya in 2011, the country is still suffering from political instability in light of its division into a northern and western front. However, it is a country with an oil economy and is still classified as one of the upper-middle income countries.
DJB	A country with low human development ranked 171 out of 189 countries according to the 2021 Human Development Report. It suffers from persistent and chronic drought and frequent flash floods [100].
COM	One of the dwarf countries with an area of less than 2500 square kilometers. It does not have land borders, as it is four separate islands.
Features of educational system reform attempts
SYR	Before the war, Syria had a cohesive and solid education system, through which it achieved remarkable growth in education indicators, which declined sharply during the war [101]. The Ministry of Education’s response to the restoration with a set of programs and procedures demonstrated the strength of the education system in Syria [102,103], as efforts to improve the quality of education in Syria began before the war and continued during the war [104], and Syria was keen to participate in the international TEMSS assessment during 2007 and 2011 [105]. In a paper prepared by the Syrian Ministry of Education to present its education policy at the 2022 Education Transformation Summit, it mentioned its approach to the process of rehabilitating schools according to new designs that provide learners with a wide range of possibilities based on twenty-first-century skills, with support for project-based learning as well as game-based learning.
SOM	The education system collapsed and still lacks a clear and solid project vision that is consistent with the conditions of Somali society returning from a devastating civil war [106].
LYB	It was unable to build a high-quality education system during the period of stability despite the large expenditures [107,108]. After the fall of the government, the state of instability affected the education system in a stark way, and it still lacks a successful strategic plan and vision to achieve current and future education goals [109].
DJB	The education sector is relatively strong, with evidence-based planning, an operation coordination mechanism, and a regularly produced statistical yearbook. However, the sector faces challenges related to equitable access to education (children in rural areas especially girls, migrants, refugees, disabled children, and children in the street) and quality of learning [110].
COM	-
Readiness to implement STEM
SYR	Syria faces many difficult challenges in introducing STEM education, given the war it has experienced and the effects it still suffers. However, the country’s experience in establishing the National Center of Excellence in 2008, which clearly and comprehensively adopts the principles of STEM education, makes it an environment that is ready to directly apply this educational model, especially since this center has the necessary educational infrastructure. During the war years, Syria was able to maintain and further develop the center 1.
SOM	-
LYB	Despite the optimism about the steps that have been taken to develop the level of education and keep pace with modern teaching methods that were introduced in (2019- 2020), which may help enhance the development of education in Libya in the future [109], but this depends on political stability and the absence of renewed armed conflicts between the eastern and western fronts of Libya.
DJB	-
COM	-

¹ Interview with Dr. Muthanna Al-Qabaili, Director of the National Center for Excellence during the period 2019–2022, on 26 May 2024.

provides an overview of the political and economic conditions of these countries and the features of their education systems.

5. Discussion and Conclusions

This study reveals critical disparities in STEM education adoption across Arab countries, shaped by three interdependent factors: political–economic stability, policy maturity, and implementation capacity. Four key insights emerge:

• Divergent Strategic Priorities

While Gulf states (e.g., UAE, Saudi Arabia) leverage STEM for economic diversification and sustainable development, conflict-affected nations (e.g., Yemen, Libya) face systemic barriers. Egypt’s structured STEM model and Jordan/Morocco’s e-learning transition demonstrate viable—but distinct—approaches for sustainably heterogeneous regional contexts.

2.

The Implementation Gap

Despite widespread adoption of active learning policies, most countries treat STEM as isolated subjects rather than an integrated, sustainability-focused paradigm (cf. BouJaoude [2]). Engineering design and technology integration remain underdeveloped.

3.

Teacher-Centric Challenges

All reviewed studies unanimously highlight teacher training as the paramount barrier—a finding consistent across stable and fragile contexts. This undermines the sustainable application of active learning methods.

4.

Untapped Potential

Contrary to prevailing stereotypes, Arab women outperform EU averages in STEM graduation rates (34–57% vs. 20%; according to UNESCO estimates) [111]. This underscores the need for gender-inclusive, sustainably oriented policies that build on existing strengths rather than remedying imagined weaknesses.

5.1. Metrics and Realities

While the GKI provides a valuable comparative framework for analyzing STEM education systems in the Arab region, it has notable limitations that require cautious interpretation. Some countries, particularly Bahrain and Kuwait, were excluded from the 2024 report, and others, such as those in the Gulf states, have unique demographics that are not fully reflected. Additionally, the exclusion of certain countries in later reports, likely due to stricter inclusion criteria, impacts the comprehensiveness of the analysis. These factors highlight the need for further refinement of such indices to ensure sustainable policy decisions.

5.2. Recommendations for Policymakers

-

Stable economies: institutionalize STEM via national teacher academies and industry partnerships (modeled after Egypt’s STEM schools) to secure sustainable capacity building.

-

Conflict-affected states: develop phased integration roadmaps—beginning with science/math strengthening—before introducing engineering/technology linkages that promote sustainable progression.

-

Prioritize e-learning and modular STEM curricula as interim steps toward fully sustainable integration.

-

Region-wide: develop Arabic-language STEM resources and pan-Arab certification standards to address curriculum localization and ensure long-term sustainability.

5.3. Recommendations for Researchers

-

Track longitudinal outcomes of Egypt’s STEM initiative through a sustainability lens.

-

Examine how Gulf states’ labor policies (e.g., Saudization) intersect with sustainable STEM education goals.

-

Evaluate NGO-led STEM programs in fragile states (e.g., Syria) for their sustainable impact.

5.4. Final Thought

The Arab world’s STEM transformation hinges on models adapted to reconcile global benchmarks with local realities. This necessitates a pan-Arab STEM framework that strategically leverages both regional commonalities and contextual differences—embracing socio-political diversity and prioritizing teacher capacity building as a critical leverage point for sustainable progress.

The findings of this study are likely to support evidence-based policy development, particularly in aligning national education strategies with global STEM trends. The recommendations emphasize practical, context-sensitive reforms, including enhanced teacher-training programs, curriculum adaptation, and regional collaboration initiatives. These actionable insights aim to guide policymakers and stakeholders in overcoming barriers and fostering sustainable STEM ecosystems.

Furthermore, this study highlights disparities in infrastructure, resource availability, and policy implementation across Arab countries—challenges that must be addressed to enable effective STEM adoption. The findings also open avenues for future research to monitor progress and refine the educational frameworks, ensuring continuous alignment with both evolving global standards and local educational needs.