Preface

The book arises from the global attention that Science, Technology, Engineering, and Mathematics (STEM) education has received in the past few decades. Governments, policymakers, researchers, and educators have continuously called for improvements in STEM teaching and learning so that students can learn the most advanced knowledge in STEM disciplines. As a result, educational institutions and stakeholders worldwide have been attempting to integrate STEM subjects into their curriculums and in-learning services so that learners can meet the challenges of increasing economic competition and advancing technology and innovation. In light of these developments, this book explores the recent developments and emerging trends in STEM education. This book is designed for instructors and students involved in the most recent and progressive practices for supporting STEM teaching and learning at different levels of education. It is important to note that the STEM disciplines are not separate from each other but are linked to each other. Thus, a cohesive interdisciplinary approach is required to understand STEM disciplines in educational institutions. The chapters in the book are written by authors from various countries and diverse educational settings, making this volume one of the best collections of its kind with chapters that will resonate with international audiences.

Some of the book's chapters focus on particular subjects within STEM disciplines, while others discuss STEM education in general. Furthermore, some chapters analyze various STEM disciplines within each other or combine STEM education in relation to other disciplines such as culture, arts, and vocational education. Chapter 1 explains why science educators must become active agents in facilitating young learners' engagement in acquiring the knowledge and skills to address global challenges. Chapter 2 provides critical components of the student success model for underrepresented minority undergraduate students in STEM. Chapter 3 examines STEM as a meta-discipline by explaining its origin in the United States, definitions of STEM literacy, and implementation models for STEM integration in PreK-12 Education. Chapter 4 discusses the gender gap in STEM with a focus on the United Kingdom. It explores the significant factors causing the gender gap from primary school to career and provides possible solutions to bridge the gap. Chapter 5 empirically investigates the impact of progressive teaching methods on gender equity in STEM education in Pakistan.

Chapter 6 investigates the challenges and opportunities for working in transdisciplinary ways across STEM disciplines, focusing mainly on the role of art and philosophy. Chapter 7 is an empirical study that examines South African rural university lecturers' experiences with digital assessments and their perspectives on the continuity of digital transformation in higher education in the post–COVID-19 era. Chapter 8 focuses on the challenges and opportunities of STEM integration in resource-constrained environments through the authors' personal experiences implementing STEM in Pakistan. Chapter 9 reviews the literature on developing

technology-based collaborative skills through the STEM approach, focusing on integrating technology into education. Chapter 10 includes two studies on mathematical problem-solving at different school levels in Geneva, wherein the first study examines teachers' assessment practices in mathematics problem-solving courses, and the second study examines the students' experience in problem-solving situations. Chapter 11 discusses the collaboration between STEM education and technical and vocational education in Nigeria to equip students with the most advanced theoretical knowledge and practical skills.

Chapter 12 is a case study of two in-service science teachers' experiences teaching science in Canada and sister schools in China. Chapter 13 examines the impact of the mobile makerspace program on educators' self-efficacy toward integrating technology and culturally responsive teaching using pop-up activities. Chapter 14 describes an example of creating a culturally responsive mathematics education in Ethiopia using a locally available game called Gebeta. Chapter 15 is based on findings from a research project in Austria that investigated the features of activity-based, tools-supported mathematics instruction that helped students master mathematical tasks during distance learning. Chapter 16 documents the author's experience of trying innovative methods through digital storytelling and gamification in teaching undergraduate students. Chapter 17 examines the importance of adopting building information modelling (BIM) with emerging technologies in architectural academic programs. Chapter 18 argues the opportunities to create a more diverse and inclusive STEM higher education community by providing different types of support to minority students. Chapter 19 is an empirical study examining university students' perceptions of developing individual and group-level managerial competencies using simulators. Chapter 20 uses the Higher Education Access Certificate (HEAC) program in Uganda as a case study to examine its effects on increased enrollment in STEM disciplines and how it can be implemented for better outcomes.

In summary, the book provides diverse perspectives and recent developments in STEM education across the globe. This book is an ideal reference for students and teachers seeking guidance in improving STEM teaching and learning practices. Moreover, the book is essential for university teachers to use as a textbook for training students with the most recent practices in STEM education. Readers who want to learn more about STEM education and its integration with other disciplines will also benefit from this text.

**Muhammad Azeem Ashraf**

Institute of Educational Science, Hunan University, Changsha, China

**Samson Maekele Tsegay**

School of Education, Anglia Ruskin University, Cambridge, United Kingdom
