Contents



Preface

Significant socio-economic transitions are characterised by a rise in change when, from one generation to the next, people work and live differently than they used to and daily life becomes radically different [1]. These transitions are induced by different inventions, leading to major changes in how people live and relate with one another. The first industrial revolution recorded the introduction of the steam engine, which transformed industries, while the second revolution was associated with the use of electricity to operate new technologies for manufacturing. This era was based on combustion engines and the development of transport, communications, and high-tech industries. This was followed by the third revolution, which saw a shift from a society based on conventional fossil fuel to one based on renewable energy. This revolution is widely known to have been inspired by information technology. Since the beginning of the 21st century, the fourth industrial revolution has been in progress and it presents the possibilities of unprecedented inventions

Widely known as the knowledge age, the 21st century is an age where growth and progress is a function of knowledge and ideas. New patterns of work have been developed and as a result, new kinds of workers with new and different skills are required. According to Khalil and Osman ([5], p.1), "the shift in this current world economy from a manufacturing-based to a knowledge-based economy, scientific innovation, augmented globalisation and advances in communication and information technology (ICT) have changed the job market in this modernised era". This implies that this century is focused on innovations, which is largely driven by advances in Science, Technology, Engineering, and Mathematics (STEM) fields. The generation of innovation in science and technology has become key in the development in this era thereby driving the need for professionals in the fields of STEM. Foundational efforts are being made to prepare students to meet emerging 21st century realities and STEM education has been identified as a priority as it is at the heart of our fast-moving technology-driven world [3]. This preface seeks to expose the need for STEM education in our contemporary society while exploring the possibilities and opportunities that abound in its application in handling real-

Advances in the disciplines of STEM drive innovation and this explains the rationale behind the prioritization of these fields by different societies in this century. These are fields that improve human understanding of the physical environment, support research, and experimentation, in order to gain knowledge and skills needed for the real world. These fields are individually significant and can be taught in isolation, but when collectively applied, they can deepen understanding and be used to solve real-world problems [6]. STEM education blurs the boundaries amongst these disciplines, presenting an integrated approach to solving problems,

and emerging breakthroughs in technology [2–4].

**Stem and stem education in the 21st century**

**Introduction**

life situations.
