Teaching geography through Science, Technology, Engineering, and Mathematics (STEM) is often cited as a rational and effective way to provide students with quality and experience-based education. However, a general methodology for STEM-based geography education has not been developed worldwide. Even the theoretical and methodological issues have not been systematically studied. This can be attributed to the small number of published research papers on the subject. The aim of the study is to systematically analyse the scientific works concerning geographical education of students through STEM, the educational process. The research was organised in accordance with PRISMA methodology on the basis of Scopus database of domestic and foreign methodological scientists. It presents a review of scientific works published in the period from 2008 to 2025 and an assessment of the features and possibilities of STEM technologies application in teaching geography. It is found that there are 79 scientific papers by scholars who have addressed the problems and effective methods of STEM-based geography education. During the selection process, 35 articles directly related to the research topic were included in the systematic review. Through the review of research papers, the research findings were analysed and five features of STEM-based learning were demonstrated. First, STEM education in geography is a tool for effective organisation of students’ research activities. Second, STEM education develops students’ research skills. Third, STEM-based learning increases students’ interest in geography. Fourth, STEM curriculum integrates education into deeper geography-refines business ability. Fifth, STEM-based geography teaching-promotes understanding of the problem through interdisciplinary connections and sharpening knowledge of other disciplines. Based on foreign experience, the methodological issues of building a STEM laboratory model necessary for STEM-based geography teaching have been examined. The results of the study can show the ways of using and realising STEM technologies in teaching geography.
Seminar et al. (Wed,) studied this question.