A Framework for STEM Competency Alignment.
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| Title: | A Framework for STEM Competency Alignment. |
|---|---|
| Authors: | Atchia, Shakeel M. C.1 Shakeel.Atchia@mie.ac.mu, Atchia, Zakiyyah2 Zakiyyahatchia18@gmail.com |
| Source: | International Journal of Instruction. Jul2026, Vol. 19 Issue 3, p177-200. 24p. |
| Subject Terms: | *STEM education, *Curriculum planning, *Educational planning, *Outcome-based education, *Job skills, *Mixed methods research, *Educators |
| Abstract: | With the fast evolution of the labour market and global challenges, there is strengthening calls to equip students with STEM competencies that are imperative to navigate the complexities of the future. Yet, several studies have flagged significant disparities between the required STEM competencies and those cultivated within academic institutions, calling for a thorough analysis of contextualised disparities and the formulation of strategic recommendations to mitigate them. Using a mixed-methods design, this case-study addresses this call by foregrounding the perspectives of 438 students, all members of a school-based STEM club, to develop a comprehensive and contextualised 'STEM competency framework' based on the quantitative factor analysis and qualitative thematic analysis. The study also underscores how the developed framework served a dual purpose, as a diagnostic tool for identifying gaps in competency development and as a guide to formulate targeted, evidence-based recommendations. The framework was developed based on loadings of 80 STEM competencies under 16 STEM factors and 4 domains namely the (i) core analytical & problem-solving, (ii) innovation & value creation, (iii) social & collaborative intelligence and (iv) critical inquiry & adaptation. The framework provides a systematic tool for institutions to audit and realign curricula. Its application also guides strategic resource allocation and pedagogical shifts, promoting a more holistic and contextually relevant STEM education that better prepares students for future demands'. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195073851 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Framework for STEM Competency Alignment. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Atchia%2C+Shakeel+M%2E+C%2E%22">Atchia, Shakeel M. C.</searchLink><relatesTo>1</relatesTo><i> Shakeel.Atchia@mie.ac.mu</i><br /><searchLink fieldCode="AR" term="%22Atchia%2C+Zakiyyah%22">Atchia, Zakiyyah</searchLink><relatesTo>2</relatesTo><i> Zakiyyahatchia18@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Jul2026, Vol. 19 Issue 3, p177-200. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+planning%22">Educational planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Outcome-based+education%22">Outcome-based education</searchLink><br />*<searchLink fieldCode="DE" term="%22Job+skills%22">Job skills</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: With the fast evolution of the labour market and global challenges, there is strengthening calls to equip students with STEM competencies that are imperative to navigate the complexities of the future. Yet, several studies have flagged significant disparities between the required STEM competencies and those cultivated within academic institutions, calling for a thorough analysis of contextualised disparities and the formulation of strategic recommendations to mitigate them. Using a mixed-methods design, this case-study addresses this call by foregrounding the perspectives of 438 students, all members of a school-based STEM club, to develop a comprehensive and contextualised 'STEM competency framework' based on the quantitative factor analysis and qualitative thematic analysis. The study also underscores how the developed framework served a dual purpose, as a diagnostic tool for identifying gaps in competency development and as a guide to formulate targeted, evidence-based recommendations. The framework was developed based on loadings of 80 STEM competencies under 16 STEM factors and 4 domains namely the (i) core analytical & problem-solving, (ii) innovation & value creation, (iii) social & collaborative intelligence and (iv) critical inquiry & adaptation. The framework provides a systematic tool for institutions to audit and realign curricula. Its application also guides strategic resource allocation and pedagogical shifts, promoting a more holistic and contextually relevant STEM education that better prepares students for future demands'. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195073851 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.29333/iji.2026.19310a Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 177 Subjects: – SubjectFull: STEM education Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Educational planning Type: general – SubjectFull: Outcome-based education Type: general – SubjectFull: Job skills Type: general – SubjectFull: Mixed methods research Type: general – SubjectFull: Educators Type: general Titles: – TitleFull: A Framework for STEM Competency Alignment. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Atchia, Shakeel M. C. – PersonEntity: Name: NameFull: Atchia, Zakiyyah IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1694609X Numbering: – Type: volume Value: 19 – Type: issue Value: 3 Titles: – TitleFull: International Journal of Instruction Type: main |
| ResultId | 1 |
