Sustainable STEM Education in Arab Countries: Features and Challenges

Rania Bou Saad (), Ariadna Llorens Garcia and Jose M. Cabre Garcia
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Rania Bou Saad: Engineering, Technology and Technology Education Program, Universitat Politècnica de Catalunya—Barcelona Tech (UPC), Campus Nord, Jordi Girona Street, 08034 Barcelona, Spain
Ariadna Llorens Garcia: Management Department, Universitat Politècnica de Catalunya—Barcelona Tech (UPC), EPSEVG, Av. Víctor Balaguer, 1, 08800 Vilanova i la Geltrú, Spain
Jose M. Cabre Garcia: Management Department, Universitat Politècnica de Catalunya—Barcelona Tech (UPC), Jordi Girona Street, 1, 3, Building C5-003, 08034 Barcelona, Spain

Sustainability, 2025, vol. 17, issue 14, 1-21

Abstract: This paper investigates how sustainable STEM education is being shaped within the pre-university systems of the 22 Arab countries. By categorizing these systems into four groups based on the Global Knowledge Index and two analytical tracks, this study examines in detail the factors that enable—or hinder—the development of long-term, sustainability-oriented competencies in science, technology, engineering, and mathematics. Beyond pedagogical dimensions, this study emphasizes STEM education as a strategic tool for achieving national sustainable development goals (SDGs), promoting workforce readiness, and informing education policy reform. The analysis highlights the policy efforts, systemic limitations, and the need for localized strategies to integrate sustainability into the STEM curricula and teacher training. It is structured in six sections: (1) an introduction to STEM and sustainability concepts, the Global Knowledge Index, and the Arab-region education landscape; (2) research questions, methodology, and data sources; (3) analysis of Groups 1 and 2, assessing their experiences in implementing sustainability-driven STEM initiatives; (4) analysis of Groups 3 and 4, evaluating their readiness for adopting sustainable STEM programs; (5) discussion of findings in light of sustainability policy frameworks; and (6) a concluding overview with actionable recommendations to align national education systems with global sustainability goals.

Keywords: STEM education; Arab countries; Global Knowledge Index (GKI); education systems; sustainable development; policy challenges (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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