Content area
STEM education has existed since the early 19th century (Jackson et al., 2020). Reports like A Nation at Risk (National Commission on Excellence in Education, 1983) and Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future (Committee on Prospering in the Global Economy of the 21st Century, 2007) emphasized the need for a qualified STEM workforce. Pringle et al. (2020) called for a study on trends and issues in STEM education to promote STEM student success.
This study used content analysis of text to analyze data from four prominent siloed STEM education journals (2018–2023), revealing current trends and gaps in STEM education research. It contributes to the literature by focusing on STEM learners, self-efficacy, and research methods used in STEM education. These findings guide future efforts to improve student learning and retention in STEM.
The results showed an increased use of STEM-related terminology from 2018 to 2023, while integrative STEM education articles have declined. Research predominantly focused on high school and undergraduate students, with little attention given to elementary and graduate students. Ethnic representation was balanced among Asian, Black, Hispanic, and White students, but Indigenous and underserved student populations remain underrepresented.
STEM education must evolve to include more diverse groups capable of solving complex STEM problems. Continued research is vital to inform educators and policymakers, ensuring that STEM education motivates and retains all learners. This study provides insights into current trends, aiming to guide future research in making STEM education more accessible for all.