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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