Qualitative Study on Strengthening Universal Science, Technology, Engineering and Mathematics Education: An Exploration of SUSTAIN-STEM Model
DOI:
https://doi.org/10.64348/zije.2026600Keywords:
Sustainability, STEM Education, ESD, Universal Access, Green Pedagogy.Abstract
Despite global commitments to the 2030 Agenda, STEM education remains largely disconnected from pressing sustainability challenges such as climate change, energy, and waste. This conceptual paper argues that integrating sustainability is critical to strengthening universal STEM education that is equitable, relevant, and impact-driven. Drawing on the UNESCO ESD framework and Systems Thinking, the paper proposes the SUSTAIN-STEM Model: a 7-dimension framework comprising Systems Thinking, Use of Local Context, Sustainable Innovation, Teacher Capacity, Assessment for Impact, Inclusivity, and Networking. The model repositions STEM from mere content delivery to solving real-world sustainability problems through green pedagogy, community-based projects, and inclusive practices. Implications are discussed for curriculum redesign, teacher education in Colleges of Education, Policy Support, and low-cost green labs. Key challenges including resource constraints and exam-focused cultures are addressed with strategies such as partnerships and open educational resources. The paper concludes that Universal STEM education must evolve into STEM for sustainable development to achieve SDG 4 and SDG 13.
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