Innovative STEM-based strategies for enhancing plant science education: a systematic literature review

Nordiana Md Khamis; Kamisah Osman; Nurazidawati Mohamad Arsad; Muhammad Zulfadhli Kamarudin; Norliza Ab Halim

Authors

Nordiana Md Khamis STEM Enculturation Centre, Faculty of Education, Universiti Kebangsaan Malaysia,Selangor, Malaysia
Kamisah Osman STEM Enculturation Centre, Faculty of Education, Universiti Kebangsaan Malaysia,Selangor, Malaysia
Nurazidawati Mohamad Arsad STEM Enculturation Centre, Faculty of Education, Universiti Kebangsaan Malaysia,Selangor, Malaysia
Muhammad Zulfadhli Kamarudin School of Education, Faculty of Social Science, University of Leeds, United Kingdom
Norliza Ab Halim Kuala Kangsar Community College, Perak, Malaysia

Keywords:

STEM Education;, Plant science education;, Interdisciplinary learning;, Educational strategies

Abstract

The integration of innovative Science, Technology, Engineering and Mathematics (STEM)-based strategies in plant science education is increasingly recognized as vital for addressing contemporary educational challenges and global environmental issues. The complexity of plant science concepts, alongside the need to develop critical thinking, problem-solving, and sustainability-oriented competencies, highlights the importance of effective pedagogical approaches. This systematic literature review, guided by PRISMA framework, analyzed 50 empirical studies published between 2013 and 2024, retrived from Scopus and Web of Science. The review identifies key STEM-based stategies including technology-enhanced learning, experiental and inquirbased approaches, problem and project-based learning, collaborative methods and community engagement practices.Findings reveal three major contributions: (1) current trends and geographical distribution of plant science education research, (2) methodological patterns and dominant thematic areas, and (3) the transformative potential of STEM strategies in fostering deeper engagement and ecological literacy. Importantly, the review highlights significant research gaps in climate education, citizen science, and media-based pedagogy, offering directions for future work.