From STS to STEM: rethinking STEM education

Abstract This article explores the historical roots and significant contributions of the Science, Technology, Society (STS) movement and its evolutionary offshoots Science, Technology, Society, Environment (STSE) and Socio-Scientific Issues (SSIs) within the context of science education. It critically assesses traditional STEM education, noting its alignment with global competition, national security, and labor market demands while frequently overlooking socio-political and ethical dimensions. The paper emphasizes the necessity of revisiting STS principles and Critical Education practices to enhance STEM education, advocating for an integrated framework that aligns with broader sociocultural and political contexts. It proposes adopting a critical and anti-oppressive perspective within integrated STEM education, focusing on the incorporation of ethical and democratic values. This approach seeks to align STEM education with students' needs, embracing a humanistic perspective and promoting equity and social justice. By fostering an integrated STEM education that prepares students to address the global challenges of the twenty-first century, science education can significantly contribute to contemporary democratic societies by providing students with the knowledge and skills to responsibly and ethically address critical social issues. Understanding and making informed decisions on scientific and technological issues with social, ethical, political, economic, and environmental dimensions are essential for the well-being and prosperity of the society as a whole.