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Developing Applied STEM and Digital Skills in Lebanon: Findings from Implementation Research. Working Paper

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Title: Developing Applied STEM and Digital Skills in Lebanon: Findings from Implementation Research. Working Paper
Language: English
Authors: Ghalia Ghawi, Lara Naber, Marta Carnelli, Svetlana Poleschuk, United Nations Children's Fund (UNICEF) Office of Strategy and Evidence – Innocenti (Italy)
Source: UNICEF Office of Strategy and Evidence – Innocenti. 2026.
Availability: UNICEF Office of Strategy and Evidence – Innocenti. Via degli Alfani, 58, 50121, Florence, Italy. Tel: 39055-20330; Fax: 39055-2033220. email: florence@unicef.org; Web site: https://www.unicef.org/innocenti/
Peer Reviewed: N
Page Count: 43
Publication Date: 2026
Document Type: Reports - Research
Numerical/Quantitative Data
Education Level: Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Grade 7
Junior High Schools
Secondary Education
Grade 8
Grade 9
High Schools
Descriptors: Foreign Countries, STEM Education, Digital Literacy, Experiential Learning, Student Projects, Coding, Artificial Intelligence, Critical Thinking, Problem Solving, Cooperation, Creativity, 21st Century Skills, Grade 6, Grade 7, Grade 8, Grade 9, Self Efficacy, Student Interests
Geographic Terms: Lebanon
Abstract: Over half of 15-year-olds did not meet the minimum proficiency level in science (54.5 per cent) or mathematics (55.7 per cent) in the 2022 Programme for International Student Assessment (PISA). Strengthening girls' and boys' skills in science, technology, engineering and mathematics (STEM) is essential for developing students' ability to understand new technologies, think creatively, and adapt to evolving academic and career pathways, laying the foundation for future participation in technology-driven sectors. This report presents the results of a 14-week applied STEM education pilot in Lebanon designed to strengthen girls' and boys' technical skills and prepare them for an increasingly digital world. Through hands-on, project-based learning, students developed competencies in coding, physical computing, data literacy, automation and introductory artificial intelligence, applying these skills to real-world challenges. The pilot also fostered critical thinking, problem-solving, collaboration and creativity, key competencies for future employability and lifelong learning. Implementation research was embedded throughout to assess delivery in public school settings, measure gains in technical skills, and examine the feasibility of sustainable, teacher-led implementation. Findings show significant learning gains among participating students, including higher coding assessment scores compared to non-participants. The pilot also narrowed gender gaps in attitudes towards STEM, with girls reporting increased interest in STEM-related careers. Results further highlight the importance of school leadership, access to devices and interactive pedagogy in achieving strong outcomes--critical considerations for scale-up. [This report was created in partnership with UNICEF Lebanon and in coordination with Lebanon's Ministry of Education and Higher Education. Funding was provided by the German Government through KfW Development Bank.]
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED680051
Database: ERIC
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  Data: Developing Applied STEM and Digital Skills in Lebanon: Findings from Implementation Research. Working Paper
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  Data: <searchLink fieldCode="AR" term="%22Ghalia+Ghawi%22">Ghalia Ghawi</searchLink><br /><searchLink fieldCode="AR" term="%22Lara+Naber%22">Lara Naber</searchLink><br /><searchLink fieldCode="AR" term="%22Marta+Carnelli%22">Marta Carnelli</searchLink><br /><searchLink fieldCode="AR" term="%22Svetlana+Poleschuk%22">Svetlana Poleschuk</searchLink><br /><searchLink fieldCode="AR" term="%22United+Nations+Children's+Fund+%28UNICEF%29+Office+of+Strategy+and+Evidence+–+Innocenti+%28Italy%29%22">United Nations Children's Fund (UNICEF) Office of Strategy and Evidence – Innocenti (Italy)</searchLink>
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  Data: UNICEF Office of Strategy and Evidence – Innocenti. Via degli Alfani, 58, 50121, Florence, Italy. Tel: 39055-20330; Fax: 39055-2033220. email: florence@unicef.org; Web site: https://www.unicef.org/innocenti/
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  Data: 43
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  Data: Reports - Research<br />Numerical/Quantitative Data
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Coding%22">Coding</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%2221st+Century+Skills%22">21st Century Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Lebanon%22">Lebanon</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Over half of 15-year-olds did not meet the minimum proficiency level in science (54.5 per cent) or mathematics (55.7 per cent) in the 2022 Programme for International Student Assessment (PISA). Strengthening girls' and boys' skills in science, technology, engineering and mathematics (STEM) is essential for developing students' ability to understand new technologies, think creatively, and adapt to evolving academic and career pathways, laying the foundation for future participation in technology-driven sectors. This report presents the results of a 14-week applied STEM education pilot in Lebanon designed to strengthen girls' and boys' technical skills and prepare them for an increasingly digital world. Through hands-on, project-based learning, students developed competencies in coding, physical computing, data literacy, automation and introductory artificial intelligence, applying these skills to real-world challenges. The pilot also fostered critical thinking, problem-solving, collaboration and creativity, key competencies for future employability and lifelong learning. Implementation research was embedded throughout to assess delivery in public school settings, measure gains in technical skills, and examine the feasibility of sustainable, teacher-led implementation. Findings show significant learning gains among participating students, including higher coding assessment scores compared to non-participants. The pilot also narrowed gender gaps in attitudes towards STEM, with girls reporting increased interest in STEM-related careers. Results further highlight the importance of school leadership, access to devices and interactive pedagogy in achieving strong outcomes--critical considerations for scale-up. [This report was created in partnership with UNICEF Lebanon and in coordination with Lebanon's Ministry of Education and Higher Education. Funding was provided by the German Government through KfW Development Bank.]
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  Data: 2026
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED680051
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 43
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Digital Literacy
        Type: general
      – SubjectFull: Experiential Learning
        Type: general
      – SubjectFull: Student Projects
        Type: general
      – SubjectFull: Coding
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Cooperation
        Type: general
      – SubjectFull: Creativity
        Type: general
      – SubjectFull: 21st Century Skills
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Grade 7
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      – SubjectFull: Grade 8
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      – SubjectFull: Grade 9
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Student Interests
        Type: general
      – SubjectFull: Lebanon
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      – TitleFull: Developing Applied STEM and Digital Skills in Lebanon: Findings from Implementation Research. Working Paper
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              Y: 2026
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