Interdisciplinary Teaching in STEM Education: A Systematic Synthesis of Teachers’ Competencies at Lower and Upper Secondary Levels

Authors

  • Nhat Nguyen Cong
  • Hang Phan Thi Thuy
  • Oanh Tran Thi Kim
  • Phuong Nguyen Viet

Keywords:

interdisciplinary teaching competencies; meta-analysis; secondary school teachers; STEM education; teacher professional development

Abstract

Science, Technology, Engineering and Mathematics (STEM) education is becoming a general development trend in global education. Innovative education solutions are increasingly focusing on this interdisciplinary model. However, research on the impact of STEM on teachers’ interdisciplinary teaching competencies remains limited. This article conducts a meta-analysis to explore the influence of STEM on teachers’ interdisciplinary instructional capacity at the secondary level. The review synthesizes 57 empirical studies published between 2015 and 2024, aiming to quantify the effects of STEM on teachers’ interdisciplinary teaching competencies. The analysis considers study characteristics, implementation contexts, intervention components, and outcome measures related to interdisciplinary teaching, such as knowledge integration, interdisciplinary lesson design, and professional collaboration. Findings from this synthesis provide evidence of the role of STEM education in enhancing teachers’ interdisciplinary teaching capacity in secondary education and offer valuable implications for teacher training, professional development, and educational policymaking in the current era of reform.

https://doi.org/10.26803/ijlter.24.11.38

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2025-11-30

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Vol. 24 No. 11 (2025): November 2025

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