- Ростока, Марина Львівна (orcid.org/0000-0002-1891-5482) and Кравченко, Юлія Анатоліївна (orcid.org/0009-0008-6147-4599) (2025) STEM-concepts in the Digital Transformation of Education: an Analytical Generalisation Імідж сучасного педагога, 1 (220). pp. 5-11. ISSN 2522-9729
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Abstract
The article is of an analytical and generalizing nature, with the aim of studying the development of STEM and the self-realisation of the individual in the context of shaping future generations of humanity, as well as the desire and ability to receive education and lifelong learning. The significance of the STEM direction in the educational process and the effectiveness of digital technologies for its implementation are determined. The scientific achievements of scientists and practitioners on the issues of STEM education in the context of digital transformation of the educational space are analysed. An analytical review of the current scientific achievements of researchers in the field of STEM is conducted, encompassing the role of digital technologies in the implementation of STEM, and the use of digital tools that are effective in supporting a STEM-oriented educational environment. It is acknowledged that the utilization of digital technologies within the STEM context, particularly in the context of digital transformation of the educational space, necessitates systematic information and analytical support and is a matter of urgency, actively researched and developed in the scientific environment. It is emphasized that scientists are studying the issues of STEM-efficiency of STEM-management, STEM-tools, etc., i.e., they reveal the STEM-methodology of educational and research processes (use of digital tools for organising work and cooperation in distance learning), and study the main criteria for STEM-evaluation of digital technologies, etc. The main advantages of using digital technologies are highlighted and the classification of digital tools, which are important components of the successful implementation of the STEM approach, is carried out. In particular, digital STEM tools are systematised by purpose: for the implementation of the scientific component, application of technology and engineering, creation of didactic materials, dissemination of information, evaluation of learning activities, and improvement of the implementation of Stem projects.It is emphasised that the use of digital tools is a key factor in the implementation of STEM education in the new conditions. It is emphasized that the integration of digital technologies fosters enhanced, engaging and multifaceted learning experiences, thereby generating novel opportunities for students, enhancing their motivation and cognitive engagement, and stimulating their creativity. This, in turn, enables them to develop their own independent projects. The document partially describes the interim results of the generalizing stage of the applied research ‘Information and Analytical Support of Education and Pedagogy: Domestic and Foreign Experience’ (2023–2025), carried out by the Department of Scientific Information and Analytical Support of Education of the V. Sukhomlynskyi State Scientific and Educational Library of Ukraine. The article provides a synopsis of the information and analytical array on the study of STEM-concepts of digital transformation in education, encompassing its scientific, technological, engineering and mathematical components.
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