Advancing STEM Education through Teacher Development: A Narrative Review of Global Strategies and Challenges

Alangaram J and Dr. R. Ramnath
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Alangaram J: Alagappa University, India
Dr. R. Ramnath: Alagappa University, India

International Journal of Research and Scientific Innovation, 2025, vol. 12, issue 7, 1353-1359

Abstract: In an era defined by rapid technological advancement and the imperative to equip learners with 21st-century skills, STEM (Science, Technology, Engineering, and Mathematics) education has emerged as a global priority. Central to the success of STEM initiatives is the role of well-trained teachers who can deliver interdisciplinary, inquiry-based instruction that aligns with the Sustainable Development Goals and evolving educational standards. This narrative literature review synthesises findings from empirical studies that explore diverse global strategies in STEM teacher professional development (TPD). The review was conducted using a narrative synthesis approach, which enabled an integrative and thematic exploration of diverse research contexts. Major academic databases, including ERIC, Google Scholar, and Web of Science, were searched using keywords related to STEM education and teacher training. Key findings reveal that successful TPD programs promote interdisciplinary curriculum integration, strengthen teacher self-efficacy, support technological and digital pedagogical competencies, and rely on context-specific and sustained delivery models. Furthermore, the review identifies institutional support and regional equity as critical enablers of impactful TPD. This study contributes to the growing discourse on educational reform by highlighting evidence-based practices and structural challenges in STEM TPD across different educational systems. It calls for policymakers, institutions, and researchers to design inclusive, scalable, and adaptable teacher development models that ensure long-term pedagogical transformation and equitable access to quality STEM education.

Date: 2025
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