STEM education Science, Technology, Engineering, and Mathematics is vital in the 21st century. There is a global demand for a skilled workforce in fields like Maths, Science, ICT, and the Arts, yet these careers are often under-promoted. Amid rapid technological change and global challenges, STEM equips learners with essential skills through interdisciplinary collaboration. The asterisk in STEM highlights this evolving focus. The book explores diverse research contexts from student experiences to diversity and inclusion featuring perspectives from Belgium, Botswana, Germany, Namibia, South Africa, and the USA.

STEM education, which encompasses Science, Technology, Engineering, and Mathematics, is of paramount importance in the 21st century. Currently, there is a global call for a technologically skilled workforce for the 21st century workplace related to scarce skill subjects such as Mathematics, Science, ICT and Arts. Furthermore, these skills and jobs are not promoted effectively in wider communities. In this era of rapid technological advancements and complex global challenges, including a shortage of qualified STEM educators and under-resourced schools, STEM education is essential. It equips individuals with critical skills for success through collaborative and interdisciplinary approaches.
The asterisk in STEM reflects its evolving nature, promoting interdisciplinary collaboration to develop critical skills needed in a rapidly changing, technology-driven world.

The scope of the book is multi-faceted and explores a range of practices and research contexts such as student STEM-stimulated experiences, transdisciplinarity, diversity and inclusion in STEM education, and science teaching in primary and secondary schools. The contributions show different perspectives from Belgium, Botswana, Germany, Namibia, South Africa and the United States of America.

Autorentext
Oliver Holz, Prof. Dr. phil., M.A. (1970); MA in educational sciences and psychology; PhD in educational sciences; coordinator and organiser of European network(s); research with the emphasis on comparative educational science; employed at the KU Leuven, various publications on relevant educational subjects.Alexandra Habicher ist promovierte Biologin und leitet seit 2017 die AG Digitale Lehre des Zentrums für LehrerInnenbildung an der Uni Köln. Sie verantwortet für den Standort Köln das bundesweite Verbundprojekt der Zentren für Lehrerbildung/Schools of Education, digiLL (Digitales Lehren und Lernen in der LehrerInnenbildung) sowie das vom Ministerium für Kultur und Wissenschaft des Landes Nordrhein-Westfalen geförderte Projekt ePort.nrw (ePortfolioarbeit in der Lehramtsausbildung). Habicher ist seit 2021 Mitglied im Schul-Check-Beirat des Kölner Stadt-Anzeiger. Ihr wissenschaft licher Schwerpunkt liegt im Bereich der physiologischen und neuronalen Grundlagen von Verhalten.Jan Springob ist Gymnasiallehrer für Englisch und Geschichte, ausgebildet in Deutschland und Großbritannien. In seiner Forschung konzentriert er sich auf zweisprachige Erziehung sowie Vielfalt im Fremdsprachenunterricht. Er arbeitet am Zentrum für LehrerInnenbildung der Universität zu Köln und koordiniert dort den Prozess der Inklusion.