Transforming Korean STEM education through the IoT and AI
Mihyun Son
Chapter 4 in Elgar Companion to Technology Life Cycles, 2026, pp 72-97 from Edward Elgar Publishing
Abstract:
Korea's STEAM education, introduced in 2011 to address the “high achievement–low interest” paradox in science and mathematics, initially struggled with implementation challenges and unclear integration frameworks. The 2020s have witnessed rapid advances in AI, IoT, and big data technologies, which are reshaping the landscape of convergence education in Korea. This study introduces the concept of “K-STEM education” to characterize and analyze these emerging transformations. This transformation reflects three distinctive characteristics: systematic policy-driven integration that moves beyond individual teacher initiatives, universal literacy development focusing on digital, data, and AI competencies for all students rather than elite preparation, and meaningful integration of advanced inquiry tools within authentic problem-solving contexts. The 2022 curriculum revision, introducing subjects like “convergence science inquiry” and “AI mathematics,” exemplifies this evolution. K-STEM represents a departure from traditional subject-based learning toward technology-enhanced inquiry that develops both disciplinary understanding and essential 21st-century competencies. This model demonstrates how national education systems can leverage centralized coordination, robust digital infrastructure, and collaborative culture to create effective STEM integration that prepares students for complex technological challenges.
Keywords: K-STEM education; Convergence education; Digital literacy; Technology integration; Scientific inquiry (search for similar items in EconPapers)
Date: 2026
ISBN: 9781035355488
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