This study synthesizes research on emerging technologies in STEM education, investigating their potential to transform learning environments, enhance gender equity, use learning theories and impact SDG4 targets. In accordance with the PRISMA guidelines, the present study included 1990 publications pertaining to STEM education from the Scopus database. BERTopic modeling was used for the analysis, and the results identified four pivotal technologies: robotics, artificial intelligence (AI), extended reality (XR), and interconnected smart systems. The findings suggest that these technologies enhance technical and cognitive skills. The study identifies strategies used for gender equity and inclusion through these technologies. Although cognitive and psychological theories, social and behavioral theories, and experiential and action-based learning have been used in learning systems, the lower numbers of such studies indicate that gaps remain in the adaptation, integration, and evaluation of educational theories with these technologies. The study identified SDG4.4 as the most researched target for equipping students with essential skills for the modern workforce through immersive, practical experience. Key implications for practice and policy include integrating learning theories with emerging technologies, advancing SDG4 outcomes, and enhancing professional development and educational equity. This highlights the incorporation of generative AI to further personalize learning experiences and the metaverse to facilitate collaborative environments.
Nedungadi et al. (2026) studied this question.