Problem-Solving Skills Development Through STEM Education: A Systematic Review

Abstract

Problem solving skills have been cited as one of the core competencies that enable one to succeed in the twenty-first century. Learning systems are becoming more convinced in the use of STEM (Science, Technology, Engineering and Mathematics) education as a strategic way of improving cognitive, analytical and problem-solving skills in learners. This is a systematic review that summarizes empirical and theoretical studies that have been published between 2000 and 2025 to investigate the role of STEM education in developing problem-solving skills at various levels of education. Based on a systematic review approach, the studies were located, filtered, and assessed to investigate instructions, learning outcomes, and situational elements that affect problem-solving development in the context of STEM models. The results show that integrated STEM practices, especially the project-based learning, inquiry-based teaching, and engineering design, have a big impact on the capability of students to recognize the problem, use interdisciplinary skills, and develop solutions to the issues. Nonetheless, the issues of teacher preparedness, curriculum integration, and assessment practices also tend to persist. The review indicates that there is a dilemma of long-term professional development, changes in the curriculum, and effective assessment plans to optimize the benefits of STEM education on problem-solving abilities.