This mixed-methods study explores a design-led STEM approach to improve student engagement and skills in secondary schools, suggesting its potential impact on curricula.
STEM education in Hong Kong aims to equip students with interdisciplinary knowledge and problem-solving skills. However, current implementations primarily restrict engagement to elective subjects such as engineering and programming. This study explores a design-led STEM (D-STEM) approach as an alternative framework, integrating fashion, technology, and creative practices to enhance STEM learning and facilitate the acquisition of core STEM knowledge. Workshops were conducted in nine secondary schools, engaging 477 students. A mixed-methods research design incorporated surveys and interviews to collect both qualitative and quantitative data from students and teachers. The findings indicate that applying interdisciplinary STEM education in real-world contexts enhances student engagement, problem-solving skills, and social awareness, while also shifting teachers’ perceptions of STEM’s practical applications. These results highlight the potential of design-led approaches to make STEM education more accessible, relevant, and impactful in curriculum development.
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Tan et al. (2026) studied this question.
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