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e-ISSN: 2737-632x
Pgs 37-50
* Magíster, Universidad de las
Américas, Facultad de Ingeniería y
Ciencias Aplicadas, Carrera de
Ingeniería Industrial, Quito-Ecuador
franyelit.suarez@udla.edu.ec,
http://orcid.org/0000-0002-8763-
5513
Received: November, 2022
Approved: January, 2023
DOI:
https://doi.org/10.31876/ri
e.v6i4.237
http://www.revista-
iberoamericana.org/index.
php/es
How to cite:
Suarez-Carreño, F. (2023)
STEM methodologies and their
importance in engineering
training: a Scoping Review.
Revista Iberoamericana De
educación, 7(2)
STEM methodologies and their
importance in engineering training: a
Scoping Review
Metodologías STEM y su importancia en la formación de ingenieros: una
revisión de alcance
Metodologias STEM e a sua importância na formação em engenharia: uma
Revisão do Âmbito de Aplicação
Franyelit Suárez-Carreño*
Abstract
This paper presents a bibliographic analysis of STEM methodologies
in the training of engineers. For this, some scientific articles have
been analyzed to know the new trends in engineering for their
contribution to modern industry and the development of new
technological proposals that contribute to the solution of social
needs. In this sense, a brief and concise review has been made
without depth to evaluate the trends required by industry 4.0 for new
engineering professionals and how this should influence the
educational reforms of the training of engineers. The main results
show that education in polytechnic schools must readjust their
profiles and curricular meshes so that future professionals can be
competitive in the digitized industry.
Key words:
: engineering, industry 4.0, STEM methodologies.
Resumen
Este trabajo presenta un análisis bibliográfico de las metodologías
STEM en la formación de ingenieros. Para ello, se han analizado
algunos artículos científicos para conocer las nuevas tendencias en
ingeniería por su contribución a la industria moderna y al
desarrollo de nuevas propuestas tecnológicas que contribuyan a la
solución de necesidades sociales. En este sentido, se ha realizado
una breve y concisa revisión sin profundidad para evaluar las
tendencias que requiere la industria 4.0 para los nuevos
profesionales de la ingeniería y cómo esto debe influir en las
reformas educativas de la formación de ingenieros. Los principales
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STEM methodologies and their importance in engineering training: a Scoping Review
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resultados muestran que la educación en las escuelas politécnicas
debe reajustar sus perfiles y mallas curriculares para que los
futuros profesionales puedan ser competitivos en la industria
digitalizada.
Palabras clave: :
ingeniería, industria 4.0, metodologías STEM.
Abstrato
Este documento apresenta uma análise bibliográfica das
metodologias STEM na formação de engenheiros. Para tal, foram
analisados alguns artigos científicos para conhecer as novas
tendências da engenharia pela sua contribuição para a indústria
moderna e o desenvolvimento de novas propostas tecnológicas
que contribuem para a solução das necessidades sociais. Neste
sentido, foi feita uma breve e concisa análise sem profundidade
para avaliar as tendências exigidas pela indústria 4.0 para os novos
profissionais da engenharia e como isto deve influenciar as
reformas educacionais da formação de engenheiros. Os principais
resultados mostram que a educação nas escolas politécnicas deve
reajustar os seus perfis e malhas curriculares para que os futuros
profissionais possam ser competitivos na indústria digitalizada.
Palavras-chave: :
engenharia, indústria 4.0, metodologias STEM.
INTRODUCTION
STEM (Science, Technology, Engineering, and Mathematics)
methodologies are an innovative educational approach that has
become increasingly popular in schools and universities worldwide.
This methodology seeks to promote learning through problem-
solving, exploration, and experimentation, integrating different areas
of knowledge to offer a more complete and relevant education. The
main objective of STEM methodologies is to foster critical thinking
and the development of skills and competencies necessary to face the
challenges of today's world. By promoting the integration of natural
sciences, technology, engineering, and mathematics, this
methodology seeks to develop in students a deeper and more
complete understanding of natural and technological phenomena and
the skills necessary to design, build, and program solutions to
complex problems. (Akiri, Tal, Peretz, Dori, & Judy, 2020) (Lena,
Lauer, Kuhn, Wehn, & Ulber, 2023) (García-Tudela & Marín-Marín,
2023)
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STEM methodologies and their importance in engineering training: a Scoping Review
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One of the main benefits of STEM methodologies is that they provide
education more relevant to students' daily lives, allowing them to
better explore and understand the world around them. In addition,
this methodology encourages teamwork, collaboration, and creative
thinking, essential skills for success in professional and personal life.
Another vital benefit of STEM methodologies is their fostering of
equity and inclusion in the classroom. By integrating diverse areas of
knowledge, this methodology enables students from different
cultural and socioeconomic backgrounds to participate on equal
terms, thus promoting diversity and equal opportunities in education.
(Peters-Burton, Kathleen Provinzano, & May, 2022) (Martínez-
Borreguero, Naranjo-Correa, & Mateos-Núñez, 2022)
In this sense, STEM methodologies offer a more comprehensive and
relevant education for students, encouraging the development of
skills and competencies essential for success in personal and
professional life and equity and inclusion in the classroom. By
adopting this methodology, educators can help prepare students to
meet the challenges of today's and tomorrow's world and thus
contribute to developing a more informed, innovative, and
sustainable society. STEM methodologies have a fundamental role in
engineering schools, as they allow students to develop the skills and
competencies necessary to meet the challenges of modern
engineering. By integrating natural sciences, technology,
engineering, and mathematics, these methodologies allow students to
acquire theoretical and practical knowledge in programming,
electronics, mechanics, and robotics, among others. (Hubinský,
Legény, & Špaček., 2022) (Ambrož, Pernaa, Haatainen, & Aksela.,
2023) (Kanaki & Kalogiannakis, 2022)
In engineering schools, STEM methodologies are applied through
hands-on projects and activities that enable students to experiment,
design, and build solutions to complex problems. In this way,
students can apply the knowledge acquired in the classroom in real
situations, developing practical and problem-solving skills (Jeong,
González-Gómez, & Yllana-Prieto, 2020). In addition, STEM
methodologies in engineering schools encourage collaboration and
teamwork, essential skills in the field of engineering. Students work
in teams to design and build solutions to complex problems, allowing
them to develop the leadership, communication, and collaboration
skills needed for teamwork. Finally, STEM methodologies are
crucial in engineering schools because they encourage innovation
and creativity. By promoting problem-solving and experimentation,
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students can develop new solutions and technologies that contribute
to the advancement of engineering.
Some authors claim that STEM methodologies have a fundamental
role in engineering schools, as they allow students to develop the
skills and competencies necessary to face modern engineering
challenges. Furthermore, by integrating natural sciences, technology,
engineering, and mathematics, these methodologies enable students
to acquire theoretical and practical knowledge in critical areas, foster
collaboration, innovation, and creativity, and prepare students for a
career in engineering. (Arévalo, Cantera, García-Marina, & Alves-
Castro, 2021)
This paper reviews ten scientific articles on the importance of STEM
methodologies for engineering education to know the fundamental
elements necessary in training the new engineers of the future. The
industrial future is envisioned with high digital and multidisciplinary
content, so engineering schools must reform their curricula so that
new professionals have a new vision of their participation in modern
industry.
Teaching in engineering schools has evolved significantly over time.
In its beginnings, engineering teaching focused on transmitting
theoretical knowledge and mathematical concepts. However, the
need to incorporate more practical and experimental methodologies
into the teaching process became evident over time. In the 1960s, the
industrial engineering approach emerged, focusing on optimizing
processes and improving production efficiency. This approach
prompted the integration of computer science into engineering
education, using simulation and modeling tools for systems design
and analysis (Akiri, Tal, Peretz, Dori, & Judy, 2020) (Ambrož,
Pernaa, Haatainen, & Aksela., 2023). (Lena, Lauer, Kuhn, Wehn, &
Ulber, 2023)
In recent decades, teaching in engineering schools has evolved
towards a more practical approach based on solving real problems. It
has led to the incorporation of STEM methodologies in engineering
education, where various areas of knowledge are integrated to foster
creativity, innovation, and student collaboration. In addition, with the
growing demand for highly trained engineers, engineering schools
have begun to focus on training soft skills, such as communication,
leadership, and collaboration. These skills are fundamental for
engineers in the business world and allow them to work effectively
in interdisciplinary teams. Another essential aspect in the evolution
of teaching in engineering schools has been the inclusion of
sustainability and social responsibility as cross-cutting issues in the
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training of engineers. Engineers have a critical role in creating
sustainable solutions and improving social welfare, and engineering
schools are increasingly committed to training socially and
environmentally conscious engineers. (Jeong, González-Gómez, &
Yllana-Prieto, 2020) (Kanaki & Kalogiannakis, 2022) (Peters-
Burton, Kathleen Provinzano, & May, 2022)
In this sense, teaching in engineering schools has evolved towards a
more practical, interdisciplinary, and problem-solving approach. In
addition, it has focused on forming soft skills and including
sustainability and social responsibility as fundamental issues in the
training of engineers. These changes reflect the need to train highly
trained engineers committed to creating sustainable solutions and
social welfare.
Teaching in engineering schools today
Today, teaching in engineering schools continues to evolve to adapt
to the needs of the market and the challenges of the contemporary
world. Some of the advantages and disadvantages of teaching in
engineering schools today are as follows:
Advantages:
1. Practical approach: Teaching in engineering schools focuses
on solving real problems and working on practical projects. It
allows students to develop skills and competencies valuable
to them in their professional careers.
2. Practical approach: Teaching in engineering schools focuses on
solving real problems and working on practical projects. It allows
students to develop skills and competencies valuable to them in
their professional careers.
3. Practical approach: Teaching in engineering schools focuses on
solving real problems and working on practical projects. It allows
students to develop skills and competencies valuable to them in
their professional careers.
4. Practical approach: Teaching in engineering schools focuses on
solving real problems and working on practical projects. It allows
students to develop skills and competencies valuable to them in
their professional careers.
Disadvantages:
1. Heavy academic load: Teaching in engineering schools is known
to have a heavy academic load due to the number of technical
subjects that must be covered. It can be overwhelming for some
students.
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2. Competitiveness: Teaching in engineering schools can be highly
competitive due to the demand for highly trained engineers. It can
create an environment of stress and pressure among students.
3. Low diversity: Teaching in engineering schools is still
predominantly male and underrepresented by ethnic and gender
minorities. This can lead to additional barriers and challenges for
students who do not fit this profile.
4. Cost: Teaching in engineering schools can be expensive due to the
investment in technology and materials needed for student training.
It may limit access to higher education for some students due to
their economic situation.
Finally, it is possible to affirm that teaching in engineering schools
today has advantages and disadvantages. Therefore, engineering
schools must continue to evolve to address these challenges and
ensure that students receive quality training to meet the challenges of
the contemporary world effectively and responsibly.
2.2. STEM methodologies in industry 4.0
STEM (Science, Technology, Engineering, and Mathematics)
methodologies have become a key topic in industry 4.0. Highly
trained professionals in these areas are needed to face the challenges
of the fourth industrial revolution. According to a report by the
European Commission, it is expected that by 2025, 75% of jobs will
require STEM skills. However, there is currently a skills gap in these
areas, meaning a high demand for STEM-trained professionals
exists.
In addition, the report highlights that STEM professionals are needed
in industry and other sectors, such as healthcare and energy. The
demand for STEM professionals in these sectors is expected to
increase by 14% and 20% in the coming years. On the other hand, a
UNESCO report points out that, globally, only 35% of students in
STEM areas are women. It means there is a gender gap in these areas
and that additional effort is needed to encourage women's
participation in education and the STEM industry.
However, there are also exciting initiatives in the international arena
to promote STEM education. For example, China's National STEM
Education Program, launched in 2016, aims to increase the number
of graduates in STEM areas and improve the quality of STEM
education in the country. In summary, STEM methodologies are
fundamental in Industry 4.0, and the demand for professionals trained
in these areas is expected to increase significantly in the coming
years. However, it is also essential to address the skills and gender
gap in these areas at the international level to ensure that the
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necessary resources are in place to effectively face the challenges of
the contemporary world.
Some interesting facts about STEM methodologies in engineering
education are:
• According to a report by the European Commission, by 2025,
75% of jobs are expected to require STEM skills.
• The skills gap in STEM is a global problem. For example, in
the United States, there is expected to be a shortfall of 2.4
million workers with STEM skills by 2028, according to a
report from the Education and Workforce Research Center.
• The UNESCO report I mentioned earlier highlights the
gender gap in STEM areas. According to the report, only 35%
of students in STEM areas are women.
• China's National STEM Education Program mentioned
earlier, aims to increase the number of graduates in STEM
areas in the country. According to a UNESCO report, China
produces the most significant number of STEM graduates
globally, with more than 4.7 million in 2016.
STEM methodologies in Latin American countries
In Latin America, engineering education also focuses on
implementing STEM methodologies. Countries in the region are
beginning to recognize the importance of training students in these
areas to prepare them for Industry 4.0. According to a report by the
Inter-American Development Bank (IDB), Latin American countries
have fewer graduates in engineering and science careers. The report
highlights the need to increase the quality of education in these areas
to meet the demand for STEM professionals in the region. Many
countries are implementing STEM education programs in schools
and universities to achieve this. For example, the "Science for All"
program in Mexico promotes STEM education in primary and
secondary schools. In addition, the Mexican government has
launched a program called "Youth Building the Future," which offers
STEM skills training to young people in the region. (Inter-American
Development Bank, 2022) (CONACYT, 2021)
In Colombia, the "Colombia STEM" program seeks to promote
STEM education throughout the country. The program focuses on
improving the quality of education in these areas and increasing the
number of students choosing STEM careers. In (STEM education
Colombia, 2022) this sense, Latin American countries are beginning
to recognize the importance of STEM methodologies in engineering
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education and are implementing programs to promote education in
these areas. Successful implementation of these programs can help
close the STEM skills gap in the region and prepare students to meet
the challenges of Industry 4.0.
MATERIALS AND METHODS
In this work, a non-in-depth literature review was carried out to know
the characteristics of STEM methodologies for engineering
education and their incorporation into industry 4.0 to initiate new
research. Scientific articles from primary sources were evaluated,
which show aspects of interest for formulating new proposals that
help strengthen engineering studies and new professionals with a
view to active participation in modern industry. Figure 1 presents the
characteristics of the sources made, taking into account the sources
and the contributions they offer.
The research carried out is simplified, with the fundamental purpose
of evaluating the conceptual knowledge, theories, or characteristic
elements of STEM methodologies in the training of engineers for
industry 4.0. To this end, the methodology proposed by Kirtchenham
and Okoli, and Schabram [9] on desk review, which in practice is
similar to the PRISMA (Preferred Reporting Items for Systematic
reviews and Meta-Anayses) review model, was considered. The
proposed method consists of three phases: planning, development,
and reporting of the systematic review, which are carried out
following eight steps for its execution: determine the purpose of the
review; define the protocol and training; perform literature search;
screening for inclusion; quality assessment; data extraction;
Synthesis of the studies and writing of the review.
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Figure 1. Methodology proposed by Kirtchenham and Okoli and
Scharamb(Tebes, Peppino, Becker, & Olsina, 2019) .
Phase 1: In this phase, the research questions have been defined,
considering the relevance and timeliness of the topic of study. In this sense,
the questions posed are:
Q1: How do STEM methodologies participate in Industry 4.0?
Q2: How do STEM methodologies look like in engineering training for
Industry 4.0?
Q3: What variables have been considered in the new methodological
proposals in engineering education?
Phase 1:
Planning the
review
1. Specify research questions.
2. Develop a review protocol.
3. Validate the review protocol.
Phase 2:
Conduct the
review
4. Identify relevant studies in reliable
sources.
5. Select primary studies.
6. Evaluate the quality and relevance of
the studies.
7. Extract relevant data and information.
8. Synthetize data.
Phase 3:
Document the
review
9. Write the review report.
10. Validate the report.
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The search process consists of researching scientific documents that allow
finding studies related to the subject of study, specifically in teaching
methodologies for industry 4.0 and engineering contributions. Although in
addition, the search is limited to the most recent years, from 2020 to 2023,
as it is a current topic. It is intended to analyze the new proposals of STEM
methodologies for engineering in the digitized industry. The Scopus
database and the publications of the Elsevier publishing house that were
open access were used.
A first search chain was defined based on the title, and central field of the
subject studied. Then, with these elements, the search chain is redefined
considering the titles found, the keywords, and the referenced studies to
achieve the following search chains finally:
• STEM AND methodology AND for AND industry 4.0 (4 documents)
• STEM AND education AND in AND engineering (98 documents)
• STEM AND methodology AND engineering (60 documents)
In table 1, the first results found in different Scopus journals are
sampled, only in the year 2023.
Table 1. Journals that have published the topic of study.
Journal
Number of
articles
Education Science
158
Applied Science
4
The manuscripts analyzed were classified according to the year of
publication, in addition to the journal where it was published, the
corresponding database, the number of citations, the methodology
used, where experimental research, industrial case studies, and
bibliographic reviews had priority.
The primary research was carried out through a chain of queries
based on the research questions. The purpose was to know the
articles' conclusions and the topics' quality. Four criteria were
applied: population, intervention, comparison, and outcome (PICO).
In this sense, the population refers to published studies. The
intervention is related to STEM methodologies and the training of
engineers for industry 4.0. The comparison refers to carefully
selected studies with STEM methodologies and the type of research.
The result includes published studies on the subject and new
educational proposals for engineering; based on PICO, five new
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questions were asked to ensure the quality of the extracted articles,
as shown in Table 2.
Table 2. Evaluation of the quality of the documents analyzed.
Quality Control
(QA)
Quality Assessment Questions
Answer
QA1
Does the paper describe the
contributions of STEM
methodologies in industry 4. 0?
(+1) Yes/ (+0) No
QA2
Does the document specify the
characteristics of STEM
methodologies for engineering
education?
(+1) Yes/ (+0) No
QA3
Does the paper present any
discussion of the findings
surrounding STEM methodologies
and their proposals in engineering
education?
(+1) Yes/ (+0) No
QA4
Are the limitations present in
STEM methodologies in
engineering considered?
(+1) Yes/ (+0) No
QA5
Are future projections made for the
inclusion of STEM methodologies
in engineering schools?
(+1) Yes/ (+0) No
The inclusion and exclusion criteria aim to find important primary
documents to answer the research questions posed. The agreement
between the evaluators was resolved by applying Cohen's Kappa
coefficient = 0.5 with a percentage of agreement of 86.3%. This value
implies a moderate agreement among the evaluators.
The inclusion criteria were: that the preliminary research is
associated with publications in journals on the contributions of
STEM methodologies in the training of engineers for industry 4.0,
that the year of publication is recent, between the years 2020 to 2023,
that the document is presented in a high impact journal, preferably in
English. While the exclusion criteria were: the preliminary study is
not extensive, literature review articles, and similar articles from
different sources.
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RESULTS
Identifying the most effective STEM methodologies for engineering
training: Research could compare different STEM methodologies,
such as project-based learning, problem-solving, design, and
experimentation, among others, and determine which are most
effective in improving engineers' skills and competencies. Improving
students' skills in STEM: Research could demonstrate how using
STEM methodologies can improve students' understanding and
performance in math, science, technology, and engineering. It could
improve the quality of engineers' training and their ability to solve
complex problems.
Improving student retention in STEM: Research could demonstrate
how STEM methodologies can improve student retention in areas
such as engineering, where there is a high dropout rate. Improving
the quality of training and making it more exciting and attractive to
students could improve student retention in STEM careers.
Identifying barriers to using STEM methodologies: Research could
identify barriers and challenges educators and institutions face when
implementing STEM methodologies in engineering training. By
understanding these challenges, strategies could be developed to
overcome them and improve the implementation of these
methodologies. Assessing the long-term effects of STEM
methodologies: Research could assess the long-term impact of
STEM methodologies on engineering training, for example, how
they influence their career and their ability to address future
technological and societal challenges. It could justify the investment
in implementing these methodologies in the training of engineers.
CONCLUSIONS
STEM methodologies are effective in improving the skills and
competencies of engineers: if research finds that STEM
methodologies are effective in improving the quality of training and
skills of students in areas such as mathematics, science, technology,
and engineering, it could be concluded that these methodologies are
a viable option for engineering training.
Specific strategies are required to implement STEM methodologies:
if research finds barriers to implementing STEM methodologies in
engineering training, specific strategies are required to overcome
these challenges. For example, it could include training for educators,
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resources for implementing these methodologies, and careful
planning to integrate them into existing training programs.
Implementing STEM methodologies can improve student retention
in STEM careers: If research finds that STEM methodologies can
improve student retention in STEM careers, implementing these
methodologies is an important strategy to address talent shortages in
critical areas such as engineering.
More research is needed to assess the long-term impact of STEM
methodologies: If research finds that more research is needed to
assess the long-term impact of STEM methodologies on engineering
training, one might conclude that there is a need to continue
researching and evaluating these methodologies to understand their
long-term effects better.
Finally, STEM methodologies for engineering training can help
guide the planning and implementation of engineering training
programs and improve the quality of STEM training in general.
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