STEM Stories: Inspiring Integrated STEM Teaching and Learning from Early Childhood to Teacher Education

Dear Colleagues,

Traditionally, STEM subjects have been taught in isolation, with little emphasis on how they Interrelate. Currently, however, the educational landscape has shifted towards integrating the disciplines of Science, technology, engineering, and mathematics into a cohesive learning experience rather than teaching these subjects separately. This integrated approach emphasizes the connections and interdependencies between these fields, which reflect real-world applications of knowledge. By integrating STEM education, teachers can create learning experiences that reflect the interdisciplinary nature of real-world problems. This approach encourages students to see the relevance of what they are learning and helps them develop the critical thinking and problem-solving skills they need for future success.

Despite the benefits of an integrated STEM approach, teachers face several challenges in implementing it effectively. One of the primary obstacles is a lack of professional development opportunities. Teachers may not have the training or expertise in all four STEM disciplines, which can lead to feelings of inadequacy and reluctance to adopt an integrated approach. Furthermore, traditional curricula are often designed with separate subjects in mind, making it difficult to create cohesive lesson plans that effectively blend STEM disciplines. This issue is compounded by time constraints and the pressure of assessment, which often prioritizes subject-specific outcomes over interdisciplinary learning. Additionally, there may be limited access to resources and materials that support integrated STEM education. For example, schools may lack the equipment or technology necessary to conduct hands-on experiments or projects that combine elements of science, technology, engineering, and mathematics. These resource gaps can hinder teachers’ ability to deliver engaging, practical STEM learning experiences.

To overcome these challenges, we intend to provide teachers and educators with practical examples and illustrations of how integrated STEM learning can be implemented in classrooms and other educational environments. Examples from experienced educators and researchers can help demystify the process and offer teachers concrete strategies that they can adapt for their own teaching contexts. By showcasing successful STEM integration stories, educators can see how they can combine inquiry-based learning, project-based learning, and other hands-on approaches to foster interdisciplinary connections. Real-life examples can also offer insights into how teachers can collaborate across disciplines, design projects that integrate STEM concepts, and assess student learning in innovative ways.

We are pleased to invite you to contribute to this SI by submitting articles that account successful practices that not only provide inspiration but equip educators with the tools to navigate the challenges of STEM integration.  

Manuscripts focusing on (but not limited to) the following topics are welcome:

• Implementation of integrated STEM teaching strategies and practices at all educational stages (early childhood, primary, secondary, teacher education);
• Stories from classrooms and other educational settings that include teacher and student voices;
• Illustrative examples of hands-on approaches including inquiry-based learning and project-based learning;
• Accounts of case studies that provide in-depth rich descriptions;
• Accounts that address challenges with implementation, including assessment, differentiation of learning, limited resources and equipment.

Prof. Dr. Tracey Muir
Prof. Dr. Robert Tai
Dr. Carmel Patterson
Dr. Matthew Sexton
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• STEM
• integrated STEM
• interdisciplinary
• inquiry-based learning
• illustrations of practice