=Paper=
{{Paper
|id=Vol-3085/paper16
|storemode=property
|title=ICT and current trends as a path to STEM education: implementation and prospects
|pdfUrl=https://ceur-ws.org/Vol-3085/paper16.pdf
|volume=Vol-3085
|authors=Natalia S. Lukychova,Nataliia V. Osypova,Galina S. Yuzbasheva
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==ICT and current trends as a path to STEM education: implementation and prospects==
https://ceur-ws.org/Vol-3085/paper16.pdf
ICT and current trends as a path to STEM education:
implementation and prospects
Natalia S. Lukychova1 , Nataliia V. Osypova2 and Galina S. Yuzbasheva2
1
Rakivskyi institution of general general secondary education of Beryslav city council of Beryslav district of Kherson
region, 12 Nova Str., Rakivka, 74312, Ukraine
2
Communal Higher Educational Establishment “Kherson Academy of Continuing Education” of Kherson Regional
Council, 41 Pokrysheva Str., Kherson, 73034, Ukraine
Abstract
The aim of the study is to build a model for the introduction of STEM education in institutions of
general secondary education, to demonstrate the experience of using ICT in STEM education. Research
objectives: to determine the role and place of information and communication technologies in the model
of introduction of STEM education in general secondary education institutions for the formation of
key competencies; to find innovative solutions to create conditions that will promote the interest of
student youth in the choice of STEM professions. Object of research: the model of the introduction of
STEM education in institutions of general secondary education Subject of research: information and
communication technologies in the model of introduction of STEM education in institutions of general
secondary education as a component of the school educational environment. Analysis of scientific
publications makes it possible to determine the role and place of ICT in the model of introduction of
STEM education in general secondary education institutions. The presented experience of the systemic
implementation of STEM education in general secondary education institutions allows the formation
of professional competencies of teachers in the field of STEM education and can be useful in their
professional activities. The study shows that the systemic implementation of STEM technologies in the
educational process increases the effectiveness of training, the level of motivation of participants in the
educational process and the quality of knowledge in the subjects of the natural science cycle, and also
contributes to the formation of key competencies of students.
Keywords
STEM, STEM education, ICT, STEM education implementation model, digital services, augmented reality,
virtual reality, key competencies
1. Introduction
STEM is a popular trend of education that encompasses the natural Sciences, Technology,
technical creativity (Engineering) and Mathematics. This is a direction in education, in which
the curriculum enhances the science component in combination with innovative technologies
[1].
CTE 2021: 9th Workshop on Cloud Technologies in Education, December 17, 2021, Kryvyi Rih, Ukraine
" lukuchovanatalia7@gmail.com (N. S. Lukychova); nataliesunny@gmail.com (N. V. Osypova);
galina.yuzbasheva@gmail.com (G. S. Yuzbasheva)
~ https://rakiv.edu.ks.ua/kerivnytstvo/ (N. S. Lukychova); http://academy.ks.ua/?p=17743 (N. V. Osypova);
http://academy.ks.ua/?p=17729 (G. S. Yuzbasheva)
0000-0003-4956-6526 (N. S. Lukychova); 0000-0002-9929-5974 (N. V. Osypova)
© 2022 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
Workshop
Proceedings
http://ceur-ws.org
ISSN 1613-0073
CEUR Workshop Proceedings (CEUR-WS.org)
39
The key characteristics of STEM education’s educational activities consist of the following
features: integration of science, technology, engineering and mathematics; organization of
educational activities based on the system of learning progression; providing contextual learning;
innovation-based learning; organization of activities focused on designing and solving problems;
use of authentic and formative assessment [2].
The tasks of STEM education are: formation of skills for solving complex practical problems,
critical thinking, creative qualities and cognitive flexibility, organizational and communication
skills, ability to assess problems and make decisions, readiness for conscious choice and mastery
of future profession, financial literacy, holistic scientific worldview, values landmarks, general
cultural, technological, communicative and social competencies, mathematical and natural
literacy; comprehensive development of personality by identifying its inclinations and abilities;
mastering the means of cognitive and practical activities; upbringing of a person who strives
for lifelong education; formation of skills of practical and creative application of the acquired
knowledge.
The main advantages of STEM education:
• the opportunity to develop ingenuity and creativity, which leads to new ideas and inno-
vations;
• ensuring the sustainability of learning in a safe environment;
• encouragement of research and experimentation;
• encouraging students of all ability levels to work together in a team environment;
• encouraging the application of knowledge and skills that can be used in the real world;
• encouragement to use technic and innovative technologies;
• formation of problem-solving skills;
• encouragement to adapt to different scenarios [3].
Working with STEM is often called the work of the future as the sector continues to grow.
According to the 2018 US News and World Report, students study STEM fields twice as often
as their parents, and 52 percent of parents surveyed believe that the number of STEM jobs in
the United States will increase significantly in the coming years. Two out of five Americans say
that the shortage of STEM workers is at a “crisis level” in the United States, and there is a need
for more people to take on such roles. The distribution of demand for specialists in the fields
of STEM, according to the Bureau of Labor Statistics of the United States in 2018 is shown in
figure 1.
Science and industry are experiencing an acute shortage of IT specialists, programmers,
engineers, specialists in high-tech production of bio- and nano-technologies.
State STEM education programs have been adopted in Australia, China, Great Britain, Israel,
Korea, Singapore, and the United States to meet such requests.
Strengthening the role of STEM education is one of the priorities of modernization of educa-
tion, an integral part of public policy to raise the level competitiveness of the national economy
and human development capital, one of the main factors of innovation in education, that meets
the demands of the economy and the needs of society [4].
40
Figure 1: The distribution of demand for specialists in the fields of STEM, according to the Bureau of
Labor Statistics of the United States in 2018.
2. Related work
A brief overview of the history of the STEM and STEAM is presented in [5]. This article traces
a history of STEM and STEAM. It also provides an assessment of the risks inherent in current
trends of STEAM roll-out in schools, from the lack of resources for professional development.
Review the implementation of STEM Education models in the early 21st century is presented
in the work [6].
The aim of the study by Gencer et al. [7] is to explore integrated STEM models at theoretical
level based on the literature examination about integrated program approaches.
The study of Li et al. [8] probes into the localization of STEM education based on the present
situation in China. In the educational model of “STEM education + creator”, this study finds
out the model of integrating STEM education into the talent cultivation process by means of
creator space.
Kramarenko et al. [9], Midak et al. [10], Semerikov et al. [11], Shapovalov et al. [12, 13, 14,
15], Shyshkina [16], Slipukhina et al. [17] define the conceptual and categorical apparatus on
various aspects of STEM education, cover the introduction of STEM technologies in educational
institutions.
Analysis of models of integration of formal and non-formal STEM education in Ukraine
is offered by Polikhun et al. [18]. The authors reveal the features of the educational STEM
environment and offer methodological approaches to the organization of STEM projects.
Sharko [19] considers the methodical problem of teaching students STEM disciplines.
Morze et al. [20] analyzes modern views on STEM education and features of its introduction
into the educational process, the impact on student motivation; demonstrated the need to
prepare students for the skills of the twenty-first century through the introduction of STEM
education, starting from primary school. The key and subject competencies that can be formed
in children while learning the basics of robotics are described.
Theoretical and practical aspects of informatization of education, in particular the use of
information technology as one of the areas of implementation of STEM education, studied by
Fedorenko et al. [21], Hlushak et al. [22], Morze and Kucherovska [23], Morze and Strutynska
41
[24, 25], Morze et al. [26, 27], Ramsky and Rezina [28], Semerikov et al. [29, 30], Spirin et al.
[31, 32].
Erasmus+ project “STEM in Education” aims to encourage and inspire teachers of STEM –
science, technology, engineering and mathematics – to teach using supporting Information and
communications technology (ICT) [33].
Erasmus+ project entitled “Inclusive STEM Education to Enhance the capacity to aspire and
imagine future careers” (I SEE) designs innovative approaches and teaching modules to foster
students’ capacities to imagine the future and aspire to STEM careers. The goal is not only to
develop professional skills but also to foster students’ identities as capable persons and citizens
in a global, fragile and changing world [34].
The STEMkey Erasmus+ project “Teaching Standard STEM Topics with a Key Approach to
Competence” develops training modules that are used in higher education programs for future
STEM teachers, which transforms the learning abilities of future STEM teachers [35].
A large number of international scientific and practical conferences (Conference of Space
Research Educators, STEM Annual Educational Conference, California STEAM Symposium,
STEM Solutions Conference) confirms the relevance of STEM technologies in education and
the interest of the scientific community in these innovative issues.
In Communal Higher Educational Establishment “Kherson Academy of Continuing Education”
of Kherson Regional Council there is an extending experience in teachers’ trainings in STEM
education [36].
3. Problem setting
Education reforms in the field of science, technology, engineering and mathematics (STEM) are
especially important for the competitiveness of Ukraine and other countries of the world.
In modern conditions of technology development, the issues of practical implementation of
STEM approaches in education are relevant, in particular, the problem of the development of an
information educational environment is one of the key ones.
The object of the research is the model of introduction of STEM education in institutions of
general secondary education.
The subject of research is the information and communication technologies in the model of
introduction of STEM education in institutions of general secondary education as a component
of the school educational environment.
The purpose of the article is to build a model for the introduction of STEM education in
institutions of general secondary education, to demonstrate the experience of using ICT in
STEM education.
Research tasks:
• to analyze the main features and benefits of STEM education;
• to build a model for the introduction of STEM education in institutions of general sec-
ondary education;
• to determine the role and place of information and communication technologies in the
model of introduction of STEM education in institutions of general secondary education
for the formation of key competencies;
42
• to find innovative solutions to create conditions that will promote the interest of student
youth in the choice of STEM professions;
• to demonstrate the experience of using ICT in STEM education in the practice of modern
educational institutions, to summarize the obtained data and provide conclusions.
4. Model for the introduction of STEM education in institutions
of general secondary education
The main conditions for the development of STEM education in secondary school are:
• development of values to achieve a common goal;
• team and leaders;
• STEM education model;
• STEM education development plan;
• learning and gaining new experience;
• expanding the circle of like-minded people and presenting the results.
The model for the Introduction of STEM Education in Institutions of General Secondary
Education is presented in in figure 2.
Figure 2: The model for the introduction of STEM education in institutions of general secondary
education.
For the systematic implementation of STEM education in the institution it is necessary to:
study the approaches and features of modern STEM education; introduce a policy of transfor-
mation of the institution with STEM; develop a strategy and implementation plan; determine
resource provision and indicators.
43
The purpose of introducing STEM into the educational process: the formation of key compe-
tencies of students.
One of the most important components of the model for the introduction of STEM education in
general education institutions of secondary education is the formation of a circle of like-minded
people among the administration, teachers, students and their parents, including through joining
the STEM Girls communities, the formation of a STEM family, professional development of
teachers (participation in webinars, trainings, contests, olympiads).
Information and communication technologies act in STEM education both as a subject of study
and as a means of teaching. Therefore, the creation of a unified information and educational
environment that ensures the management of the educational process, the exchange of ideas
and thoughts, and joint work on projects is a prerequisite for the implementation of STEM in
an educational institution.
Such an environment includes:
• STEM laboratories with appropriate equipment (computers, tablets, electron microscopes,
3D printers, robotic constructors and platforms, etc.);
• software (distance learning systems, mobile applications, augmented and virtual reality
applications, e-learning resources, cloud environments, etc.);
• methodological support (methods, forms, teaching aids: textbooks, manuals, didactic
materials, etc.).
Changes should take place in all areas of activity of the educational institution: creation
of infrastructure; content and assessment of student achievement; teacher training; ensuring
continuous monitoring [37].
5. Practic ICT and current trends in education
In the conditions dictated by modernity, it is necessary to “keep an eye on the pulse” of new
technologies. The development of society, science and technology puts the education system in
front of the need to use new tools, forms and methods of teaching. The modern world dictates
new rules that require students: critical thinking, communication, creativity and teamwork.
Departure from old projects in the form of printouts to improvements, modern multimedia
projects, ready-made products that students do themselves.
Students in the classroom should be able to implement the idea with further refinement and
improvement. Proceed from the framework of standard and established concepts and show
creativity. Teachers need to prepare children not just for monitoring, not for performance, but
for a successful future.
The test for many was distance learning, which forced them to quickly adapt to work in
the digital world. Teachers also faced the issue of distance work on an individual trajectory,
finding tools to become distant assistants to students, support the learning process and increase
motivation to work.
Information and communication technologies have radically transformed the educational
space, qualitatively changed the environment, opened new opportunities and became a basic
system forming factor in the development of education. Smartphones are simply indispensable
44
assistants in learning. And it’s not just the use of e-classrooms through applications (such as
Classroom, Universe, Matific), but also a lot of creative opportunities. It’s no secret that the use
of Qr-codes, augmented and virtual reality is now becoming popular. At the time of available
technologies, it is not difficult to master and use them. Qr-code has firmly taken its place in
education. The practice of use is also in new textbooks, notebooks, including the publishing
house “Ranok”, which provide electronic support and place access to electronic simulators near
the test papers (the student has several attempts and the opportunity to download or send the
result to the teacher).
Augmented reality technology promises to be no less common in education. It is becoming
very popular nowadays, and we are showing more and more interest in it. Encyclopedias,
fairy tales, and educational literature already contain “hidden worlds”. Mobile applications are
happy with the variety [38]. Augmented Reality (AR) technologies are able to project digital
information (images, videos, text, graphics) outside the screens of devices and combine virtual
objects with the real environment [39]. Virtual Reality (VR) with the help of a 360° image
transports a person to an artificial world, where the environment is completely changed [40].
You can get acquainted with augmented reality with just a smartphone, but to dive into the
virtual space you will need a special helmet or goggles [41].
These immersive teaching methods can potentially become a key tool in education and
revolutionize the learning of both schoolchildren and students. Teachers can use virtual and
augmented reality for students to interact with different objects in three-dimensional space
[42].
Importantly, the introduction of elements of STEM education helps to form the following
competencies: information, lifelong learning, initiative and entrepreneurship, social and civic,
mathematical, information-digital and basic competencies in science and technology.
Unfortunately, some teachers are still apprehensive about adopting STEM approaches in
education to their own arsenal. There are certain fears, “myths” and stereotypes. It is necessary
to start attracting new educational trends with the “education” of the leadership in this matter,
the involvement of activists. Get acquainted with the experience of implementation practitioners,
analyze and choose your own implementation model.
6. Experience of STEM implementation in school
The path to STEM education at Rakivskiy institution of complete secondary education began
with a combination of information technology, mathematics and art. Thanks to the knowledge
and skills acquired through self-education and refresher courses, teachers introduce students
to new trends in education: qr-code, cloud services, e-testing, learn to create e-textbooks and
deepen their knowledge in STEM.
To deepen their skills, engage students in IT, and prepare for success, they have been trained
and instructed in the Cisco Sandbox. The Network Academy not only gives a start to successful
IT specialists, but also prepares conscious users, for whom, in our opinion, the future of STEM
education.
The model of realization of STEM education became the own “formula of success”, which
helps to encourage students to independent and creative activity, provides attraction of “atypical”
45
forms of work.
Modern tools: online tests, online Olympiads (“Na Urok”, “Vseosvita”, interactive school
“Ranok”), Google applications, Microsoft Education opportunities, platforms “Matific”, “My
Class” and others help to motivate, raise interest in students, consolidate time in class and are
excellent helpers for teachers in preparing for class. Implementation practice includes not only
the use of modern educational learning platforms during classes, but also the use of: mobile
applications, augmented and virtual reality, makering and design.
The use of educational programs, opportunities for virtual learning space, classes in the
sandbox of the Cisco Network Academy (IoT and Cybersecurity course) enhances the prestige
of rural schools, allows to take into account the eco-component, financial literacy and to use a
gamified approach to learning.
Work on the implementation of ICT in Rakivskiy institution of complete secondary education
began in 2018 with a pilot project of using the Electronic Educational Resource “MyClass” [43].
Rakivskyi institution is one of the 100 schools in Ukraine that have started implementing this
resource. The resource has in reserve most of the school subjects, designed not only for work
in the classroom, but also at home, monitoring, activity tracking and an interesting system of
TOPs. The percentage of students involved on the platform exceeds 60%. Students actively work
on the platform, compete with each other, organize competitions between classes, in addition
to grades, they also have the opportunity to receive awards (“MyClass” diplomas for first places
in the TOPs). It is nice that parents and teachers are also interested in the resource. As a result,
the leading 3rd place among users-institutions of the Kherson region.
A year later, the school’s mathematics teachers began to actively use platforms such as
Geogebra (for students in grades 7–11) and Matific (for students in grades 5–6, a digital math
platform developed by education experts) to help implement practical application of knowledge
in an interesting and cognitive form (figure 3).
GeoGebra is more than just a free dynamic geometric environment [44, 45]. The use of this
tool makes complex drawings interesting and clear, “dry” mathematical processes – turns into
almost scientific work. Especially children like working with 3D scenes, the ability to “explore”
objects in full, for example, working with applications in geometry lessons, when studying
geometric bodies and constructing their cross sections. A rather complex topic becomes more
accessible, it saves time for understanding and helps in application, acquisition of skills. The
processes are no longer boring, and children are given the opportunity to put into practice the
acquired knowledge.
The Matific training platform, recommended by the Ministry of Education and Science
of Ukraine, provides for three ways of use: assignment of tasks and tracking of successes;
individual topics; use of planned tasks. The system allows you to work not only with interesting,
interactive tasks, but also to move your own learning trajectory, gives the opportunity to
compete in the “Arena” with classmates from around the world in mathematical dexterity. It
has a good system of motivation, so students not only work on lessons, do homework (15–20
minutes), but also conquer bonus missions, find time for additional work, which brings success
that is very pleasing.
Matific uses game principles to encourage students to learn through discovery, and has
tools for teachers, including worksheets, lesson plans, and real-time reporting. The program
is available not only online but also offline. The system works in a browser and can also be
46
Figure 3: Using the GeoGebra environment to build models in geometry lessons.
downloaded as a mobile application (separate versions for teacher and student). It is possible to
update the database to receive tasks and send results. Children like this form of activity, they
are actively involved in the opportunity to work with the platform (in lessons and homework).
The institution uses a platform for students of 2nd, 3rd, 5th and 6th grades. Matific provides an
exciting opportunity to learn mathematical concepts that previously frightened and “disobeyed”.
It’s fun, rewarding and open to all students (figure 4).
Figure 4: Using the Matific environment in Math lessons.
In addition to mastering learning platforms, the possibilities of QR codes are used: setting up
access to students’ electronic classrooms, for registration for quests, courses, etc., placement of
schedules, applications, instructions and assessment of tasks. Such an organization is convenient
and practical for both students and teachers (figure 5).
47
Figure 5: Using the QR codes in learning materials.
An additional motivation is the attractiveness of color and shape and the use of link abbrevi-
ations (which make it possible to monitor the work with codes). Students have quick access to
learning materials and do not spend time searching and entering long links.
The use of Google Classroom allows you to organize activities in offices, set up joint activities
[46], and is a tool for extracurricular activities, such as web investments. Google Classroom can
combine several tools in one activity. For example, the Da Vinci Footprints website provides an
opportunity to learn about machines of a well-known kind, offer augmented reality research
(augmented reality supplement for Da Vinci Machines AR), travel the Internet, and present a
real test of the invention, the Challenge of Creation [47].
The Google Classroom provides a wide range of related tools and extensions that automate
routine operations, help diversify, and support the learning process.
An important aspect of the implementation of STEM education is the continuous professional
development of teachers. Thus, teachers mastered the course on the secrets of distance learning
“NonStop Education” 2.0 and Pitch “Immersion” in STEM at the Kherson Academy of Continuing
Education. Workshops on the use of web tools in distance and blended learning and a course
on immersive technologies were also useful.
Augmented and virtual reality applications play an important role in education. Augmented
reality makes it possible to interact with the subject, to explore the properties that are useful not
only in the study of mathematics (spatial figures), but also in the study of biology (cell structure,
the structure of the human body).
Quiver – 3D Coloring App allows you to “revive” the child’s colored coloring pages. The
database contains images of plant and animal cells, maps, images of sea creatures, volcanoes
that can be used in educational training. The appendix also contains materials useful for
mathematicians: Platonic solids and materials for the study of magic numbers [48]. Quiver
– 3D Coloring App is used in lessons I Explore the World (New Ukrainian School) and in
extracurricular activities (figure 6).
A digital microscope is used to carry out research in STEM projects. The eyepiece through
48
Figure 6: Using augmented reality applications.
which the object is observed has been replaced by a digital camera. Objects of natural origin
are used for research; objects man-made; objects are studied, compared and their properties
are distinguished. The studied objects are displayed on a personal computer monitor or on a
projection screen, which allows you to perform research in group work, developing skills of
teamwork. Digital microscopes can be used at different stages and types of lessons. Students
have increased motivation and cognitive activity. Photos and videos taken during the work are
used for editing videos, creating educational projects in computer science lessons (figure 7).
Figure 7: Using a digital microscope in STEM projects.
Cisco sandbox classes are conducted under the guidance of an instructor. The Cisco Network-
ing Academy provides access to computer science courses for teachers and students. Thanks to
the capabilities provided by Cisco, students can work without special equipment.
49
The All-Ukrainian action “STEM Spring 2020” provides access to courses of different levels of
difficulty: from a beginner who works with ready-made devices, to a user who is able to model
physical space, program IoT work and is interested in competitions. Packet Tracer simulator
can be downloaded from the website. Students learn to model smart devices, program, create
models of houses, rooms, etc.
Involvement in All-Ukrainian activities, in particular the marathon “Girls power tech” and
the master class “ANYONE CAN CODE”, which gives an opportunity not only to study inter-
estingly, acquire useful skills, but also to receive awards of success, plays an important role in
strengthening students’ motivation for STEM technologies (stylish certificates, digital badges,
valuable gifts).
Students are involved in learning the basics of programming through the use of wireless
single-board computer Makeblock HaloCode, which the institution received as a result of
winning the ideas of Hackathon 2019. Makeblock HaloCode is a single-board computer with
built-in Wi-Fi for programming (includes a wide range of electronic modules). HaloCode offers
a variety of features for working with AI & IoT applications with a few mouse clicks; it makes
learning programming easy, fun and interesting. HaloCode allows you to use IoT applications
and create simple, home devices. Provides access to the microphone module and support for
Microsoft Cognitive Services. Sensors allow the use of HaloCode for the implementation of
STEM projects [49].
Since 2020s, the direction of robotics has developed. Students use Makeblock and Arduino
technologies in integrated stem projects, studying physical laws, programming, mathematics
[50].
The use of the above-mentioned tools is good in combination, most of them are not limited
to a specific subject or cycle of lessons. The success of STEM education lies in a comprehensive
approach. However, ICTs are an important catalyst for the effective implementation of STEM
education.
Analysis of the results of the implementation of STEM technologies for 3 years allows to
identify an increase in performance and motivation to learn. The use of ICT helped to involve
students in active work and mastering the subjects of the natural-mathematical cycle. Thanks to
the method of blended learning, the “flipped classroom”, which began to be implemented from
the 201-8-2019 school year, the students of the institution were ready to work under quarantine
restrictions. Educational platforms, remote classes such as google classroom and webinar rooms
were common-place. The only obstacles were limited access to quality internet coverage and
difficult technical conditions in some families due to financial constraints. Indicators show that
the use of ICT in the classroom helps to increase the level of academic achievement in distance
and blended learning. For example, we offer monitoring of educational activities in mathematics
(table 1, figure 8).
The result of active work with STEM directly is the victory in the competitions “Na Urok”,
“Vseosvita”, “Kangaroo”, the diploma of the most active STEM Girls Branch 2020.
As part of the cooperation, the official status of the STEM Girls Branch was confirmed, and a
Cooperation Agreement was signed with the Center for the Development of Corporate Social
Responsibility – STEM Girls Community to strengthen and develop educational and scientific
activities, including for further development and implementation of STEM education in Ukraine;
Cisco Academy opened in the institution; the strategic plan of the Rakivskiy institution for the
50
Table 1
Monitoring the quality of mathematics studies in the institution.
Level 2017–2018 2018–2019 2019–2020 2020–2021
Initial 15% 15% 14% 14%
Average 62% 57% 49% 46%
Sufficient 23% 23% 35% 36%
High 0% 5% 3% 5%
Quality of knowledge 23% 28% 38% 41%
Figure 8: Monitoring the quality of mathematics studies in the institution.
next years is created.
An important condition for the implementation of STEM education is the presence of a team.
The activity of a team of like-minded people allows you to find funding, develop and develop. To
spread the experience, it is necessary to constantly cover the work on the site of the institution,
to keep a blog so that the community monitors the success of the institution. It is necessary to
promote STEM education, make it attractive for students and parents, overcome stereotypes
and attract as large an audience as possible. Therefore, the institution: created its own YouTube
channel; the page of the STEM family of the institution was published on Facebook; published
the page of the STEM Girls Branch in social networks Facebook, Instagram (rakivkastream) and
Tik-Tok (@girls_stem).
51
7. Conclusions and outlook
To prepare a successful graduate, it is necessary to develop life competencies, and the main
conditions for their development are the formation of reading, mathematics and competence in
the natural sciences. We consider it important to form a STEM family, which unites a community
of teachers, children and their parents, helps to implement the idea of holding STEM weekend,
STEM camps during the holidays, which includes involving all participants in the educational
process in active STEM activities. Disclosure of the benefits of STEM and the destruction of
gender stereotypes can enhance career guidance for choosing STEM professions.
For the effective implementation of STEM education it is necessary: development of scientific
and methodological support and introduction of modern teaching aids; training and advanced
training of scientific and pedagogical workers; expansion of the network of regional STEM
centers; conducting scientific and applied research; analysis of the dynamics of STEM education
development, identification of problems and forecasting of further tendencies of STEM education
directions implementation [4].
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