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AbstractThe UK’s STEM skills gap is a pervasive issue, manifesting as a marked shortage of skilled workers in these sectors. This shortage poses significant challenges for employers, who find it increasingly difficult to fill job vacancies with qualified candidates. The gravity of this problem has not gone unnoticed, with the government launching initiatives to bridge the gap. These initiatives range from increased funding for STEM educational programmes to the active promotion of apprenticeships that provide hands-on training and experience. However, as efforts to address the gap intensify, there have been conflicting reports on whether a STEM skills gap really exists. To gain deeper insights into this issue, we employed the PRISMA protocol, a recognised methodological approach, to curate relevant research reports for a systematic review. Our meticulous and critical evaluation of these reports aimed to discern their respective definitions of STEM and to tackle the overarching question of what truly constitutes STEM in academic and policy contexts. Our analysis revealed that there are inconsistencies in definitions of STEM and this can lead to interpretations that vary widely, and sometimes conflict with one another. We found different research reports include different subject areas under the STEM umbrella. Recognising the potential implications of such disparities, we advocate for standardisation in the way we cluster STEM skills/subjects. Such an approach not only promises clarity but will also pave the way for coordinated effective interventions. We identify and discuss potential avenues for future research and believe the paper will resonate with researchers and policymakers.
Banerjee et al. (Thu,) studied this question.