**1. Introduction**

The abilities in question are theoretically grounded on the principles of social constructivism, wherein learning takes place through social interactions [1]. This section adopts Dillenbourg's broad definition of collaborative skills, which refers to a situation where two or more people learn or attempt to learn something together [2]. There is also an increasing demand for new collaborative forms due to the widespread application of modern digital tools and social networking platforms [3, 4]. Common scenarios today in both in-school and out-of-school environments may include (a) a community of gamers discussing mechanisms to solve emerging technical bugs; (b) a small team working in an online chat room to solve a math problem; and (c) a class using discussion boards asynchronously to brainstorm ideas on a science topic [5]. Meanwhile, in practice, the key to defining specific forms of collaborative skills is to determine their various pragmatic parameters:

1.The scale of collaborative skills can range from as small as a couple to a large community. The timing can vary, such as in a year-long course or a one-time activity (for example, a team-building activity in a company).

2.The setting can change from physical collaborative skills to virtual learning.

3.The medium can include various technology platforms and others [6].

Besides these pragmatic parameters, the dynamics of collaborative skills are influenced by various forces, such as the preference for individualism or collectivism in relation to learning objectives. When learning goals are established for individuals, collaborative skills prioritize improving individual knowledge or skills. In the Programme for International Student Assessment (PISA) test, the Organization for Economic Co-operation and Development (OECD) defines students' collaborative problem-solving competence as the capacity of individuals to effectively engage in a process, where two or more agents attempt to solve a problem [7]. This entails the collaborative sharing of knowledge, skills, and efforts in order to collectively work toward the attainment of a solution.

In summary, when education is focused on communal objectives, the emphasis is placed on fostering community cohesion and collaborative knowledge development. The pedagogical approach known as 'team-based learning' centers on fostering small group dynamics within a classroom environment, wherein tasks are designed to facilitate both individual learning and team growth [8]. Similarly, advocates of 'communities of practice' [9] or knowledge building [10] emphasize the importance of building communities among students. Communities of practice are groups of people who share a common concern or passion for what they do, and regularly interact to learn how to do it better [9]. Knowledge building emphasizes collective knowledge creation and innovation as well as prioritizes the advancement of community knowledge over individual achievement [11].

Another force that influences collaborative skills is the division of work. In many learning scenarios, the teacher organizes the work division, where tasks are divided into independent sub-tasks, and the group assembles the different parts together [12]. Collaborative learning is often utilized in these cases. On the other hand, in other collaborative skills opportunities, work is not divided but rather negotiated and completed by the individuals involved [13].

All group members contribute to the same learning task in a collaborative learning environment. In contrast, inside a competitive academic setting, pupils tend to operate autonomously and exert efforts to surpass their peers. Nevertheless, it is important to note that collaboration and competitiveness are not inherently contradictory concepts. Contradictions can play a pivotal role in propelling the development of an activity system [14]. Similarly, competition can be a positive element for collaborative skills [15]. This often occurs alongside collaboration within or across group learning settings [16]. A competitive mindset can be a double-edged sword and can facilitate collaborative problem-solving processes when carefully crafted and well-utilized.

Many curricula, instructional guidelines, and instructional materials connected to STEM have emerged in recent years. Even though the majority of the early attempts at STEM education focused on one or more of the STEM topics alone, proponents for stressing links between or among the subjects in STEM education are growing [17]. Due to the earlier lack of integration, STEM-related research frequently has a wide variety of foci and contexts. While other more thorough studies may address additional and deeper relationships among the STEM disciplines, the study contexts of some STEM-related studies may only involve one of the STEM fields [18]. The potential benefits of using educational technology to enhance STEM learning outcomes are being emphasized by educators and academics more and more as a result of the rapid growth of information and communication technology [5, 19]. This study provides compelling evidence that collaborative skills effectively address critical issues in STEM education.

The Systematic Literature Review (SLR) approach was used to find, assess, evaluate, and interpret all of the research that was accessible in order to create this book chapter. With this approach, the author conducts systematic journal reviews and identifications, going through each stage in a set order. Researchers gathered journal articles from Google Scholar, Research Gate, SINTA, DOAJ, and Scopus to finish this manuscript. STEM education and collaborative education are key terms.
