How to Conduct Interdisciplinary Thematic Learning? Insights from Integrated STEM Education Research

1. Research Methods

Systematic literature review, as a research method, can integrate original research results on specific research questions or themes, excavate their value, and accumulate scientific knowledge. This method includes determining research questions, establishing inclusion and exclusion criteria, literature retrieval and screening, and literature coding, possessing strong operability and repeatability.

2. Literature Retrieval and Screening

This study selects the Web of Science Core Collection as the data source and conducts a wide-ranging search using STEM as the keyword. The search query is: TI=((“STEM” OR “STEAM” OR “iSTEM” OR “STEM integration” OR “integrated STEM” OR “integrative STEM” OR “interdisciplinary STEM”) NOT (“CELL” OR “health” OR “story stems”)). Additionally, since the concept of integrated STEM education was officially proposed in 2011, the focus is on journal articles indexed in SSCI published after 2011^[22]. Ultimately, a total of 1417 relevant documents were retrieved in this study.

The inclusion criteria for the literature in this study are: ① The research topic focuses on integrated STEM education; ② The research subjects are limited to primary and secondary school students and preschool children; ③ Must be empirical research. Five researchers participated in the literature screening process, first browsing titles and abstracts to exclude 1223 documents that did not meet the requirements; subsequently, by reading the full text, 90 documents were further excluded. After screening, a total of 104 documents were included in this study for analysis.

3. Literature Coding

This study extracted content from the included literature across three dimensions: curriculum design, teaching implementation, and learning outcomes. Specifically, the curriculum design dimension includes teaching personnel configuration, curriculum organization forms, and theme design; the teaching implementation dimension includes learning modes, implementation time, and learning environments; the learning outcomes dimension focuses on the content of learning outcomes and their evaluation methods. To ensure the accuracy of the analysis, four researchers independently read the full text and coded it, followed by another researcher reviewing the coding results. In cases of inconsistent coding, the research team reached a consensus through discussion.

1. Basic Information

The articles included in this study were mainly published in 34 journals, including the International Journal of Technology and Design Education, Journal of Science Education and Technology, and International Journal of Science and Mathematics Education. Among them, the first authors’ countries are primarily the United States (33 articles) and China (26 articles), accounting for 56% of the included literature. Notably, the research by Christensen et al.^[23] includes two sub-studies; therefore, the actual number of studies included is 105. The research subjects mainly consist of elementary school students (34 articles), middle school students (30 articles), high school students (22 articles), and 19 studies involve students across different educational stages. More than half of the studies integrated four to five subjects (57 articles), nearly one-third of the studies (28 articles) integrated two to three subjects, with combinations of science and engineering disciplines being particularly common. Additionally, nearly one-third of the studies (26 articles) included humanities subjects such as arts, social sciences, and languages.

2. Setting Higher-Order Thinking and Developing Emotional Attitudes and Values as Curriculum Goals

Integrated STEM education, characterized by its interdisciplinary, practice-oriented, and innovation-driven nature, is conducive to cultivating students’ higher-order thinking abilities, including critical thinking, problem-solving, design thinking, and computational thinking. For example, research by Mater et al.^[24] shows that compared to traditional teaching, integrated STEM courses incorporate real-life problem situations into teaching, helping students use existing knowledge and concepts to construct solutions, thereby cultivating their critical thinking. Juškevičienė et al.^[25] found significant improvements in middle school students’ computational thinking test scores after completing challenging immersive tasks such as component assembly and sensor control in Arduino-based physical programming classes. It is evident that through interdisciplinary integration, STEM education encourages students to actively explore and practice while developing their analytical, synthetic, and innovative abilities in the face of complex interdisciplinary problems, thereby helping them develop systematic thinking skills and enhancing their lifelong learning abilities and key skills to adapt to future societal needs, thus promoting the comprehensive development of core competencies.

Integrated STEM education not only helps cultivate students’ interest in curriculum learning, professional identity, and career inclination but also promotes the formation of values such as social responsibility and sustainable development. For instance, research by Musavi et al.^[26] found that students’ interest in pursuing STEM-related careers increased after participating in a summer project investigating local water quality. Lin et al.^[27] analyzed the positive changes in middle school students’ attitudes toward technology subjects before and after participating in STEM learning activities centered around creating egg protection devices. Research by Başaran et al.^[28] discovered that elementary school students’ environmental awareness was enhanced after participating in an environment education course based on STEM. It is evident that by focusing on students’ emotional attitudes and values, integrated STEM education helps strengthen students’ willingness to learn STEM subjects or professions and to engage in STEM-related careers in the future.

3. Conducting Curriculum Design Mainly through Multidisciplinary Integrated Teaching Research Teams

The design of integrated STEM courses mainly relies on a multidisciplinary integrated teaching research model. These teams typically consist of teachers from different disciplinary backgrounds, subject experts, researchers, and staff from relevant departments, who collaboratively engage in co-design and teaching. In the teaching team, STEM subject teachers or subject teachers play a significant role, especially science teachers. In a study by English et al.^[29], a team consisting of subject teachers, engineering graduate students, and transportation department staff collaboratively developed a course on “Building Earthquake-Resistant Structures,” where subject teachers were responsible for course design and implementation, while transportation department staff provided teaching support. Team members from different backgrounds share knowledge, teaching methods, and disciplinary resources, collaboratively designing and constructing challenging course themes and tasks. This interdisciplinary collaboration provides solid professional support and teaching guarantees for implementing integrated STEM courses, thereby promoting the in-depth development of integrated STEM education.

4. Selecting Real-World Social Issues as Course Themes

The themes of integrated STEM courses mainly focus on social science issues such as environmental pollution, energy conservation, and animal protection, as well as social cultural issues such as the inheritance of traditional handicrafts. For example, Anwar et al.^[30] designed a curriculum unit addressing the pollution of local river ecosystems, guiding students to design wastewater filters. Chittum et al.^[31] focused on advocating energy conservation and animal protection, guiding students to use knowledge from chemistry, mathematics, and engineering to construct environmentally friendly, heat-resistant habitats for penguins. Lu et al.^[32] designed a curriculum unit promoting traditional culture, integrating engineering technology and artistic creation, guiding students to design and create interactive miniature paper lanterns. These integrated STEM courses, which focus on real-world situations by exploring socially relevant issues closely related to students’ daily lives and practical experiences, not only help stimulate students’ interest and motivation to learn but also cultivate their interdisciplinary thinking and problem-solving abilities.

5. Employing Project-Based and Problem-Based Learning as Course Implementation Models

Integrated STEM education primarily unfolds through project-based learning and problem-based learning models, both emphasizing stimulating students’ agency through practical outputs and problem-solving. Additionally, inquiry-based learning, engineering design, and design-based learning are also commonly used teaching models, encouraging students to gain a deeper understanding of STEM concepts through practice, exploration, and innovation. For example, Lu et al.^[33] adopted a project-based learning model, requiring students to work in groups to create paper-cutting art and circuit connections using micro:bit. Moreno et al.^[34] conducted a series of tasks called “Thinking Like an Astronaut” through a problem-based learning model, allowing students to evaluate and solve real problems while simulating the role of aerospace engineers. Toma et al.^[35] used an inquiry-based learning model to guide students in simulating the activities of ancient Egyptians transporting stones to build pyramids using LEGO equipment, which stimulated students’ curiosity and exploratory desire. Zheng et al.^[36] employed an engineering design model, requiring students to use simulation software Energy3D to design green buildings and utilize quantitative analysis tools to evaluate the energy performance of the buildings. Won et al.^[37] adopted a design-based learning model, guiding students to design and build village power grids using knowledge of circuits, capacitors, and computer-aided design in both computer simulation environments and physical spaces. The combination of these teaching models and learning strategies not only helps students master STEM knowledge but also stimulates their agency through hands-on practice, group learning, and collaborative inquiry, laying a foundation for their comprehensive development.

6. Extending Learning Time and Space through Flexible and Open Extracurricular Activities and Venues

The implementation venues of integrated STEM education are often flexible learning spaces, such as dedicated STEM learning spaces, museums, and science and technology museums. For instance, in a study by Evans et al.^[38], the venue for implementing the STEM curriculum was a specially designed learning space, which, compared to traditional classrooms, was not only spacious but also allowed for flexible arrangement of desks, chairs, and projection equipment, providing students with a free and open learning environment. Additionally, a series of STEM teaching activities designed by Başaran et al.^[39] to enhance elementary school students’ environmental awareness included venues not only in classrooms and school gardens but also extended to museums, forests, parks, and other extracurricular locations. Moreover, many STEM education activities are conducted in after-school programs, summer camps, and summer schools. For example, the activity designed by Musavi et al.^[40] to test local water quality was scheduled in a summer school, where teachers and students collaborated for a week to conduct a series of STEM activities, including water testing, water sample analysis, and pollution issue discussions. Evidently, the extension of learning time and space creates more flexible learning styles for students and supports the design and implementation of high-quality learning activities.

7. Using Performance Assessment as the Evaluation Method for the Curriculum

Integrated STEM education employs performance assessment as a curriculum evaluation method, focusing on both students’ process participation and performance during project implementation, as well as evaluating learning outcomes such as handcrafted products and project solutions after project completion. For instance, King et al.^[41] assessed elementary students’ ability to apply STEM concepts by evaluating their process of creating optical instruments in an engineering design course. Integrated STEM education not only examines students’ knowledge mastery but also emphasizes their performance in practical operations. Furthermore, integrated STEM education comprehensively evaluates students’ knowledge mastery and application abilities through observation and analysis of students’ operational processes and project presentations. This evaluation method helps promote students’ comprehensive development and enhances their overall competence in the STEM field, better preparing them to face future challenges.

Based on the research results and drawing on the typical experiences of integrated STEM education in design, implementation, and evaluation, this study attempts to provide reference suggestions and opinions for designing and implementing interdisciplinary thematic learning activities in primary and secondary schools in China, integrating and developing interdisciplinary learning resources, restructuring and innovating learning content, and evaluating and improving learning.

1. Design of Interdisciplinary Thematic Learning Activities

(1) Forming Teaching Research Teams Led by Multidisciplinary Teachers to Build Interdisciplinary Teacher Development Communities

Due to limitations in knowledge reserves, teaching hours, and other factors, it is challenging for single-subject teachers to design and implement interdisciplinary thematic learning. Therefore, given the current situation in China, building teaching research teams led by multidisciplinary teachers is a feasible strategy for conducting interdisciplinary thematic learning. Specifically, teaching research teams can collaborate with researchers from universities, school management departments, and relevant personnel from enterprises and institutions to form interdisciplinary teacher development communities to jointly design, implement, and evaluate interdisciplinary thematic learning activities. Among them, researchers can provide systematic and scientific learning content, offering intellectual support for teachers to conduct related thematic teaching research; staff from school management departments can provide educational resource planning and auxiliary support for activity design and organization; staff from enterprises and institutions can offer technical support for creating real teaching situations, building environments, and configuring equipment. This collaborative teaching research approach in a community format can provide strong teacher support for conducting high-quality interdisciplinary thematic learning activities in primary and secondary schools in China.

(2) Exploring Social Cultural and Social Science Issues, Developing Unit-Based Teaching Designs Based on “Big Concepts”

The selection of themes is the primary requirement for high-quality interdisciplinary thematic learning activities. The chosen theme should not only stimulate students’ interest in learning but also relate to curriculum standards to meet the needs of students’ core competencies and practical skill development; at the same time, it should consider the sustainability of the theme. A good theme can respond to the needs of contemporary development and provide students with meaningful learning experiences over a long period. Therefore, during the teaching design phase, teachers should be encouraged to focus on social cultural and social science issues related to students’ daily lives and practical experiences. On one hand, it is important to integrate relevant social cultural issues such as excellent traditional Chinese culture and advanced socialist culture; on the other hand, it is essential to explore social scientific issues, such as climate change, history, social transformation, and technological evolution. Additionally, the selection of themes provides the basic context for the design of interdisciplinary thematic learning activities, while the appropriate selection of “big concepts” lays a solid foundation for activity design. Relevant and transferable “big concepts” can help students deeply analyze and utilize the disciplinary knowledge and skills underlying social issues, promoting their disciplinary thinking and core competency development. Therefore, developing unit-based teaching designs based on “big concepts” under the guidance of social cultural and social science issues should also be an important strategy for the design of interdisciplinary thematic learning activities.

2. Implementation of Interdisciplinary Thematic Learning

(1) Implementing Project-Based Learning Oriented Toward Real Problems

Artificially constructed disciplinary connections, superficial platter-style learning content design, and scattered learning processes are the main reasons for the inadequate implementation of interdisciplinary thematic learning activities. Therefore, interdisciplinary project-based learning characterized by real problem orientation, multidisciplinary integration, and learning outcome-driven approaches should be conducted. The complexity and clarity of real problems can help avoid simple linear connections between disciplinary knowledge points. Moreover, the close integration of different subjects through problems and project outcomes can help students gain new, deeper, and more integrated understandings of knowledge. More importantly, implementing project-based learning oriented toward real problems can genuinely stimulate students’ intrinsic motivation to learn, guiding them to actively construct knowledge systems during exploration and promoting the development of critical thinking and innovation abilities while solving practical problems, thereby achieving deep understanding and application of knowledge.

(2) Constructing Multi-Scene Virtual and Real Integrated Learning Spaces for Interdisciplinary Thematic Learning

Learning themes derived from real situations, which are complex, require rich and diverse learning environments as support. The closed and singular layout of traditional classrooms is insufficient to meet students’ needs for in-depth understanding and practical application of these themes. Therefore, the learning space for interdisciplinary thematic learning urgently needs transformation, adopting more open and flexible spatial layouts, and introducing seamless interconnection technologies, movable desks and chairs, interactive whiteboards, and other tools to support students’ immersive exploration and collaboration. Additionally, with the iteration of digital technology, experiential and immersive learning activities can bridge the gap between knowledge delivery and real-world practice, fostering the development of creative thinking. Furthermore, virtual technologies provide a safe experimental environment, enabling students to concretize abstract concepts, thereby greatly enriching their learning experiences.

(3) Flexibly Utilizing After-School Service Time to Implement Interdisciplinary Thematic Learning

Interdisciplinary thematic learning activities require a long time span and flexible class arrangements, but under the constraints of basic class hours and fixed curriculum structures, formal classrooms often struggle to provide sufficient time for students to engage in in-depth practical exploration and knowledge transformation. After the implementation of the “Double Reduction” policy, after-school services offered by primary and secondary schools in China provide opportunities for students to expand their subject competencies and promote personalized development. However, current after-school services are often focused on homework guidance and interest cultivation, lacking sufficient connections to formal curricula and systematic approaches. Therefore, integrating interdisciplinary thematic learning into after-school services can not only enrich the content of after-school services, promoting their diversification and systematization but also stimulate students’ interest in learning and enhance their interdisciplinary learning competencies.

3. Evaluation of Interdisciplinary Thematic Learning

(1) Advocating Evidence-Based Process Evaluation

Interdisciplinary thematic learning not only helps improve students’ knowledge systems but also promotes the development of their internal thinking and potential abilities. However, traditional one-size-fits-all evaluation methods struggle to comprehensively capture students’ thinking, abilities, and potential, necessitating a developmental evaluation approach that measures students’ growth over a certain time-space sequence. Additionally, the deep application of technology encourages teachers to shift from experience-based teaching decisions to evidence-based models. Therefore, interdisciplinary thematic learning should adopt evidence-based process evaluations that focus on students’ classroom performance, interim outcomes, and internal cognitive changes. Such evidence can be gathered through various means, including teacher observations, students’ electronic portfolios, questionnaires, and in-depth interviews, and collected through multiple channels such as student self-assessments, peer evaluations, teacher feedback, and platform automatic collection. Evidence-based process evaluations not only enhance the objectivity and authenticity of assessments but also support the precision and personalization of interdisciplinary thematic learning, ensuring the smooth progression of learning activities.

(2) Strengthening the Evaluation of Emotional Dimensions

In interdisciplinary thematic learning, students’ emotional experiences serve as catalysts and engines for learning outcomes. Incorporating learning emotions into the evaluation system helps teachers comprehensively assess students’ development and provides targeted support information for optimizing teaching design. Therefore, teachers should establish evaluation criteria based on educational objectives and comprehensive competencies, tailored to the themes of interdisciplinary learning and students’ situations. The evaluation content should encompass students’ interests and feelings toward themes, attitudes and values regarding social issues, collaboration and communication skills, and career choices or employment intentions. Simultaneously, teachers should continuously monitor students’ emotional changes at different learning stages, segments, and contexts, providing timely evaluations and guidance to strengthen their self-awareness, stimulate their learning motivation, and thus implement core competency cultivation.

Social change and educational development require contemporary students to possess stronger problem-solving abilities, innovative thinking skills, and collaborative capabilities. Interdisciplinary thematic learning, with its authenticity, inquiry nature, and practicality, provides an effective pathway for cultivating these abilities. Therefore, systematically reviewing international literature on integrated STEM education and drawing on high-quality teaching experiences abroad is of great significance for expanding the design, implementation, and evaluation of interdisciplinary thematic learning in primary and secondary schools in China. However, applying interdisciplinary thematic learning to frontline teaching is not an easy task. Determining competency-oriented teaching objectives, designing feasible learning activities, and breaking through traditional teaching concepts are all key to optimizing the practical paths of interdisciplinary thematic courses in the future. This not only expands the space for conducting interdisciplinary thematic learning activities but also aims to explore and refine implementation models and strategies.