A systematic review of STEM education research in the GCC countries: trends, gaps and barriers

Fadlelmula, Fatma Kayan; Sellami, Abdellatif; Abdelkader, Nada; Umer, Salman

doi:10.1186/s40594-021-00319-7

Cited by 63 publications

(32 citation statements)

References 93 publications

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“…The control group consisted of 55 people involved in the World of Robotics group. To identify the initial level of formation of scienti c and technical skills in younger students, we used the criterion and indicators proposed by N.V. Sychkova (the nature of the solution of the research problem; the nature and quality of the course and thesis work) [10], V.M. Kolikova (knowledge of the theory of experiment and awareness of the actions performed, the system of materialized results of actions) [9].…”

Section: Methodsmentioning

confidence: 99%

“…In recent years, more and more STEM activities have taken place outside of school-in organized activities such as afterschool and summer programs, in institutions such as museums and zoos, in what students watch or read on television and online, and in time interacting with peers, parents, mentors and role models [9]. Cathérine Conradty and Franz Xaver Bogner argue that while this STEM intervention may not have encouraged very young students' interest in science careers, it may support the overall motivation of students [10]. Thus, the components already formed in students determined both Motivation and Creativity, and not the attitudes that students formed due to our STEM education.…”

Section: Introductionmentioning

confidence: 99%

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Raising awareness for the lack of interest in STEM of primary school learners in Kazakhstan: experiences and perspectives

Ibrayeva

Shaushekova

2022

Preprint

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The article deals with a specially developed program for the formation of STEM knowledge for primary schoolchildren in the system of additional education. The article listed the problems of the development of scientific and technical knowledge, emphasized the lack of interest and motivation of schoolchildren, lack of educational programs in the field of study. The article describes the experiences of foreign countries, the implementation of STEM in the educational process, which indicated the need to create a pedagogical system for the formation of scientific and technical knowledge. The purposes of this study is to identify the effectiveness of the model for the formation of knowledge in the field of STEM among students of junior classes in the system of additional education. The model of formation of knowledge in the field of STEM among younger schoolchildren in the system of additional education is described. Various methods of data collection were used during the three-year study with the participation of students of the experimental and control groups. Statistical significance of the obtained results was checked using Student's t-test. The comparative analysis of the data confirmed the differences in the dynamics of the formation of STEM competencies of junior schoolchildren in the experimental and control groups. The number of students experienced mental group, experiencing difficulties in scientific and technical activities, decreased to 53%. In the control group, improvement in each of the criteria averaged 6%, which is statistically insignificant. A model of the formation of STEM knowledge among younger schoolchildren in the system of additional education has been developed, which has confirmed its effectiveness for the development of students' ability to conduct scientific and technical activities, practical experiments in a game educational environment.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Raising awareness for the lack of interest in STEM of primary school learners in Kazakhstan: experiences and perspectives

Ibrayeva

Shaushekova

2022

Preprint

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“…Currently, students are not joining STEM professions at the stage that will contribute to the economic self-sufficiency intended for the future of Qatar [112]. According to Kayan-Fadlelmula, Sellami, and Abdelkader [113], this is a general issue in the GCC countries, where youth still lack interest in STEM careers and represent low enrollment rates in STEM fields. Further, the most acceptable professions for women are determined by local traditions and cultural norms, which exclude most women from STEM careers [113].…”

Section: Education and Human Capitalmentioning

confidence: 99%

“…According to Kayan-Fadlelmula, Sellami, and Abdelkader [113], this is a general issue in the GCC countries, where youth still lack interest in STEM careers and represent low enrollment rates in STEM fields. Further, the most acceptable professions for women are determined by local traditions and cultural norms, which exclude most women from STEM careers [113]. Additionally, as outlined by Abdulwahed [114] (p. 17), "Most of engineering schools in the GCC and the Middle East follow a traditional disciplinary department's structure, with curriculum mainly focused on engineering sciences and theories".…”

Section: Education and Human Capitalmentioning

confidence: 99%

A Transformative State in the Wake of COVID-19: What Is Needed to Enable Innovation, Entrepreneurship, and Education in Qatar?

Hassen

2022

Sustainability

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Economic diversification is vital in achieving sustainable economic development, especially for countries relying on nonrenewable natural resources, such as oil and gas, in the case of the Gulf Cooperation Council (GCC) countries. Moreover, the global crisis caused by the COVID-19 pandemic underscored the significance of boosting resilience to adverse shocks. Indeed, the pandemic highlighted the need to promote nonhydrocarbon sectors by strengthening the fundamental pillars of the knowledge-based economy: ICT, innovation, R&D, education, entrepreneurship, and the economic and institutional regime. The COVID-19 pandemic has also shown how important it is to mobilize these pillars in record time. Like the other GCC countries, Qatar is seen as a transformative state, suggesting that, although oil and gas provide its primary export revenue, the government has also pushed to diversify its economy toward a knowledge-based one. Indeed, in 2019, hydrocarbons dominated Qatar’s economy, accounting for 90% of government income and 80% of export profits. However, this reliance exposes Qatar to fluctuations in the global oil and gas markets. Accordingly, economic diversification has come to the top of the government’s priority list. Preceding the COVID-19 pandemic, Qatar was already in the middle of an economic transition. The economic crisis caused by the pandemic and the drop in oil prices prompted the Qatari government to increase its diversification efforts. Qatar has a solid basis for transitioning to a knowledge-based economy based on its macroeconomic stability, suitable growth rates, and good governance. However, Qatar confronts several challenges in implementing the structural changes necessary for this transition. This paper has three objectives. Firstly, it aims to present the pillars of the knowledge-based economy and their link to the COVID-19 pandemic. Secondly, the paper aims to analyze the present state of the knowledge-based economy in Qatar, including its strengths, drawbacks, and its prospect for the future. Finally, the paper presents some structural reform recommendations to enable innovation, entrepreneurship, and education in Qatar.

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“…The multidisciplinary characteristic of STEM allows scholars to publish in a large variety of journals in different fields of knowledge making it difficult for researchers to identify STEM education papers. Despite these challenges reviews about the trends in STEM education can be found in the literature (Brown, 2012;Mizell and Brown, 2016;Li, 2019;Li et al, 2019Li et al, , 2020Kayan-Fadlelmula et al, 2022). To address these challenges most reviews in the field limit their scope of study to the publications that self-identify as STEM, considering only the papers that contain the acronym STEM in their titles, abstracts, and/or keywords.…”

Section: Introductionmentioning

confidence: 99%

Research trends in international science, technology, engineering, and mathematics education conference series: An analysis of a decade of proceedings

2023

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This paper reports on the results of a descriptive analysis of 675 publications included in the proceedings of five editions of the International Science, Technology, Engineering, and Mathematics in Education Conferences held in Australia, Canada, and China over 9 years between 2012 and 2021. Peer-reviewed academic journals are traditional sources of high quality and established research. Yet these papers might take months and sometimes years to get published. On the other hand, an analysis of research foci represented at international STEM conferences can be used as a source of the most recent trends in the field, and the developments of STEM education research across time and by national origins. In this analysis, 675 abstracts from five editions of the International STEM in Education Conference were coded into eight topics, followed by a descriptive analysis of the results. Four countries were consistently the top four contributors: Australia, Canada, China, and the United States. Thus, the study conducted a descriptive analysis and discussion of the trends among these countries. The results revealed trends in STEM education research, among which policy, curriculum, assessment; K-12 teaching and learning, are dominant topics of research investigation, while postsecondary STEM teaching and learning are less investigated. The results also demonstrated the dominance of some topics over others among the countries that most contributed to the conferences. For instance, Canada dominated in the studies of culture, gender, and social issues and in postsecondary STEM education. China paid much less attention to these topics, while putting more emphasis on historical and epistemological perspectives on STEM, policy and curriculum, and K-12 teaching and learning. Australian research focused on policy and curriculum; K-12 teaching and learning; and industry. Meanwhile, the United States showed the least difference in percentages between topics. Overall the analysis indicates a relatively low interest in postsecondary STEM education research, despite the growing demand for STEM professionals. This highlights the need for STEM education research focused on institutions of higher education. This analysis interprets the trend results in light of the issues in STEM education confronting various national jurisdictions.

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A systematic review of STEM education research in the GCC countries: trends, gaps and barriers

Cited by 63 publications

References 93 publications

Raising awareness for the lack of interest in STEM of primary school learners in Kazakhstan: experiences and perspectives

Raising awareness for the lack of interest in STEM of primary school learners in Kazakhstan: experiences and perspectives

A Transformative State in the Wake of COVID-19: What Is Needed to Enable Innovation, Entrepreneurship, and Education in Qatar?

Research trends in international science, technology, engineering, and mathematics education conference series: An analysis of a decade of proceedings

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