Exploring Instructional Design, Occupational Interest, and Orientation through Integrated STEM: A Systematic Literature Review
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| Title: | Exploring Instructional Design, Occupational Interest, and Orientation through Integrated STEM: A Systematic Literature Review |
|---|---|
| Language: | English |
| Authors: | Hui-Hui Wang (ORCID |
| Source: | Canadian Journal of Science, Mathematics and Technology Education. 2025 25(2):271-291. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Descriptors: | Instructional Design, Vocational Interests, Orientation, STEM Education, Inquiry, Active Learning, Student Projects, Problem Based Learning, Career Development, Student Centered Learning, Occupational Aspiration |
| DOI: | 10.1007/s42330-025-00362-4 |
| ISSN: | 1492-6156 1942-4051 |
| Abstract: | The science, technology, engineering, and mathematics (STEM) education reform movement has swept across the USA due to an urgent need for more workplace-ready STEM employees. As a result of the STEM education reform movement, there has been an increase in research studies concerned with STEM education and STEM career development in the past decade. The purpose of the study is to analyze the past 10 years' worth of empirical research to explore the key instructional designs (e.g., inquiry-based, project-based, and problem-based teaching) that are used in STEM integration, as well as the impact on students' occupational interests and development. The results of the study (1) outline the included studies' characteristics, (2) summarize and synthesize themes across included studies, and (3) provide implications for future research in pursuit of advancing students' STEM career development through instructional design. Findings show that substantial progress has been made in designing integrated, student-centred learning experiences that are rooted in real-world contexts. However, findings also illuminate areas of potential growth, such as research design, where employing diverse methods could further enhance our understanding of how using different instructional designs and principles of integrated STEM can positively impact student STEM career aspirations. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494906 |
| Database: | ERIC |
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