Research on inclusive Science, Technology, Engineering, and Mathematics (STEM) education has advanced significantly in developed countries, but remains limited in developing countries such as Indonesia. This study aims to explore the global trends in inclusive STEM education and to provide recommendations for its application in the Indonesian context. The research combines bibliometric analysis and an integrative review guided by the PRISMA Framework. Data analysis uses both quantitative and qualitative methods, including coding and co-occurrence network analysis for trend visualization. Findings indicate that, based on the 20 papers most frequently cited, the main contributors to this field of research are from the Americas, with the university level being the most researched. The most frequently recommended strategies include the fostering of learning that strengthens students' sense of belonging to STEM, high-intensity active learning, and personalized learning that provides more inclusive support, especially for minority groups. We recommend several essential factors of inclusive STEM education in the Indonesian context, including: 1) interdisciplinary STEM education; 2) cultural relevance; 3) collaboration; and 4) the use of digital technology. The implications of this research are encapsulated in the provision of an overview of the essential aspects of inclusive STEM education, which can be applied not only to developed countries but also to developing countries with a highly diverse context, such as Indonesia. Therefore, this research represents an invaluable contribution toward achieving Sustainable Development Goal 4, ensuring quality education for all.
Efwinda et al. (Tue,) studied this question.