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STEM has successfully introduced an interdisciplinary education model that can be used for training students to develop skillsets for the 21st century. STEM Education for Sustainability (STEM4S) expands the scope of education to meet rapidly changing global challenges, such as climate change and SDGs by the United Nations, which require the multidisciplinary curriculum to be integrated into STEM. Design-based tasks play a significant role in STEM education by promoting students’ critical thinking and problem-solving abilities. While STEM successfully employs design, design education currently conducts subjective procedures and lacks the framework for adopting the critical-thinking process. Therefore, design education can develop students’ cognitive skills by reflecting on STEM learning experiences. This study articulates the framework for design education by investigating problem-based and project-based learning and the double-diamond diagram for innovation. The goal of this study was to apply these observations and formulate the framework for STEM4S. This study examined the framework adopted at the National Taiwan Normal University in the Department of Design, with qualitative analysis of participants and quantitative analysis of questionnaire results. Finally, the researchers discuss the research questions and future applications of this framework.
Chan et al. (Tue,) studied this question.
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