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This study aimed to examine the implementation of STEM education in the university-based STEM centers in Ethiopia. To this end, a descriptive survey research method was employed, and data was collected from 11 coordinators of the STEM centers and 54 STEM educators through questionnaire, interview and observation. Data was analyzed by using both quantitative and narrative techniques. Results of the study uncover that there were variations among the STEM training centers in implementing the program, partly due to absence of a national scheme; irregular and uneven implementation of STEM initiative; inadequate support system; absence of regular monitoring and evaluation; absence of collaborations and commitments of key stakeholders, and the limitations of separate STEM disciplines taught in different classes. Recommendations, hence, call for developing a STEM national curriculum with implementation strategies, strengthening regular monitoring and evaluation of the implementation process, allocation of adequate resources and facilities, broadening of STEM pedagogy ecosystem, fostering collaborations and commitments of stakeholders who are key to the success of STEM initiative, strengthening preparation of STEM educators and teachers, integrating the STEM disciplines in K-12 education programs to stimulate students’ passion and interest in science and technology from the earliest level of exposure.
Ashenafi Tsegaye Tegegn (Fri,) studied this question.