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Since the fast scientific growth has a profound impact on life in the 21st century, this research aimed to explore the effects of STEM teaching on the development of key 21st-century competencies for learning natural sciences. Consequently, four research hypotheses were formulated: the STEM approach promotes the development of creativity (H1), critical thinking (H2), problem-solving (H3), and science-processing skills (H4) to a greater extent than the traditional approach to teaching natural sciences. The validity of the hypotheses was assessed through a meta-analysis. The results of 21 studies that examined the effects of the STEM approach on the development of the above-mentioned competencies among both elementary and high-school pupils were used to calculate the corresponding mean Cohen’s d value for each of the four hypotheses. The mean Cohen’s d values for the hypotheses related to creativity and science-processing skills range between +0.500 and +0.800 which indicates a moderate positive effect. The mean Cohen’s d values for the hypotheses referring to critical thinking and problem-solving skills were higher than +0.800, indicating a strong positive effect of the STEM approach on the development of these competencies in comparison to the traditional teaching approach. Consequently, it can be concluded that all four research hypotheses posed here are confirmed. Furthermore, the findings confirm the considerable potential of the STEM teaching approach to contribute to the development of key 21st-century competencies related to learning natural sciences.
Katarina Putica (2025) studied this question.