Incorporating Environmental Elements in Learning STEM: A Systematic Literature Review

Abstract

Incorporating environmental elements in STEM learning can foster a deeper understanding of living world issues and promote sustainable solutions. The study's inclusion criteria consisted of empirical articles in English aligned with research questions published in a scholarly journal between 2007 and 2023. Participants included students and pre-service teachers. After quality assessment using PRISMA procedures, 18 eligible studies were identified in this systematic review. Thematic analysis was used to find themes within the STEM program data findings connected with environmental elements. The framework can be organised into three categories: problem-based learning, inquiry-based learning, and project-based learning. Practice recommendations include a quality curriculum that aligns with environmental education.