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The aim of this study was to map the current status of STEM education in Kazakhstan. The study encompasses 24 studies selected through a literature search in Google Scholar, ERIC, Web of Science, and Scopus. The descriptive characteristics of the reviewed studies reveal a significant increase in STEM education publications in Kazakhstan since 2019, indicating a growing emphasis on this field. The reviewed studies, spanning the years 2019 to 2023, included diverse formats such as journal articles, conference proceedings, book chapters, theses, and review articles. Notably, the reviewed studies involved participants from both K-12 and university levels, with a particular focus on female students in some studies. The thematically organized findings of the reviewed studies highlighted challenges faced by STEM education in Kazakhstan, including students’ perceptions about STEM subjects and careers, school environment and educational culture, and societal and gendered expectations. Creating interactive learning environments, addressing biases, dismantling gender stereotypes, and challenging traditional norms were identified as crucial steps to encourage the participation of young women in STEM disciplines. This study contributes to understanding STEM education in Kazakhstan and provides a foundation for future cross-country comparisons, emphasizing the necessity for adaptable approaches in designing and evaluating STEM initiatives in evolving educational contexts.
Zhumabay et al. (Tue,) studied this question.