Unlocking The Enigma: A Literature Review about STEM Learning Research for Fostering ESD Learning Objectives

Abstract

The integration of Science, Technology, Engineering, and Mathematics (STEM) learning with Education for Sustainable Development (ESD) has emerged as a popular field of research study. This integration can provide students with rich, interdisciplinary learning opportunities that are grounded in practical, real-world experiences. STEM learning is designed to help students develop a comprehensive understanding of sustainability issues and equip them with the skills needed to address these challenges. Moreover, STEM learning can facilitate students’ consciousness and students’ action during conduct STEM project. The aims of this research are to investigate the effectiveness of STEM learning in achieving the learning objectives set forth by UNESCO for ESD. A systematic review of empirical studies was conducted, focusing on journal articles published between 2020 and 2024. The review process involved using keyword searches and snowballing techniques to identify relevant studies within the Scopus database, ensuring a robust and exhaustive collection of data. From this search, thirty journal articles, ranging from Scopus Q1 to Q3 were chosen for their relevance and quality, ensuring that the review encompassed a wide range of high-quality research findings. This diverse range of sources provided a comprehensive overview of the current state of research on STEM learning. The findings from this systematic review suggest that STEM-ESD programs can improve students' cognitive domain by fostering critical thinking and problem-solving abilities. Additionally, STEM learning contributes to students' socio-emotional by encouraging collaborative skills. Finally, STEM learning has a positive impact on students’ behavioral domain, such as promoting sustainable practices and decision-making among students.