Trends in STEM-based physics education research (2016-2025): A systematic literature review

The integration of STEM (Science, Technology, Engineering, and Mathematics) in physics education is gaining increasing global attention due to its role in developing 21st-century competencies such as critical thinking, creativity, and technological literacy. This study presents a systematic literature review (SLR) of STEM-based physics education research published in Scopus-indexed journals between 2016 and 2025. Following the PRISMA protocol, 57 articles meeting the criteria were analysed through thematic and descriptive synthesis. The results of the analysis indicate a significant increase in research activity after 2018, with a peak in publications occurring in 2023. Indonesia, Malaysia, and the United States emerged as the main contributors. This review also revealed that Project-Based Learning (PjBL) and Problem-Based Learning (PBL) are the most widely used pedagogical models, whilst technology-based strategies such as Arduino-based digital learning and the flipped classroom appear to be growing in prominence. Although STEM research is growing globally, there remains a gap in theoretical coherence, namely that most studies have not elucidated how the integration of STEM components (S, T, E, M) is applied in research. Furthermore, no studies have examined teachers’ digital readiness when implementing STEM in physics education, and there are limitations in studies across certain educational levels. Future research is recommended to use a longitudinal and mixed-methods approach to examine how STEM integration can enhance scientific literacy and higher-order thinking skills in physics education