ABSTRACT
This chapter considers Science, Technology & Engineering, and Mathematics (STEM) across the world, with guest pieces written by experienced STEM educators describing the current position and the possible future situation of STEM education in the secondary schools in their countries. STEM projects have tended to be implemented more in lower secondary classes than in upper secondary because of subject demands. The integrated version of STEM in Australian schools resides around the philosophical perspective of contextualised or situated learning, and the benefits of integrating STEM education being considered ‘best-practice’ in the understanding of the relationships between disciplinary content and its relevance to the world around them. Differences in interpretation of what STEM education is, has also enabled a diversity of non-integrated approaches to STEM.
