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<p>In an era marked by technological disruption and complex global challenges, theoretical science education alone is no longer adequate. This study advances the discourse on science pedagogy by systematically analyzing how the STEM inquiry approach integrates inquiry-based learning with interdisciplinary dimensions. Using a systematic literature review (SLR) of 57 Scopus-indexed articles published between 2016 and 2025, this study identifies emerging research patterns, methodological orientations, and educational practices. The analysis reveals a significant post-2020 growth in publications, dominated by quantitative studies at the secondary and tertiary levels. Distinct from previous reviews, this SLR formulates a seven-phase STEM inquiry model and introduces a dual-framework of recommendations that differentiates directions for future research from those for educational implementation. These findings not only map the conceptual evolution of STEM inquiry but also underscore its transformative potential as a pedagogical framework that fosters collaboration among teachers, schools, policymakers, and students. Through such collaboration, the STEM inquiry approach can evolve into an adaptive and contextually relevant model for addressing future challenges in science education and promoting meaningful, inquiry-driven learning.</p>

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Unveiling STEM Inquiry in Science Education: A Systematic Review of Research Trends, Learning Phases, and Recommendations

  • 期刊论文

  • 发表日期：

    2026年4月6日

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  • Fairus Qamila,
  • Nanang Winarno,
  • Diana Rochintaniawati

摘要

In an era marked by technological disruption and complex global challenges, theoretical science education alone is no longer adequate. This study advances the discourse on science pedagogy by systematically analyzing how the STEM inquiry approach integrates inquiry-based learning with interdisciplinary dimensions. Using a systematic literature review (SLR) of 57 Scopus-indexed articles published between 2016 and 2025, this study identifies emerging research patterns, methodological orientations, and educational practices. The analysis reveals a significant post-2020 growth in publications, dominated by quantitative studies at the secondary and tertiary levels. Distinct from previous reviews, this SLR formulates a seven-phase STEM inquiry model and introduces a dual-framework of recommendations that differentiates directions for future research from those for educational implementation. These findings not only map the conceptual evolution of STEM inquiry but also underscore its transformative potential as a pedagogical framework that fosters collaboration among teachers, schools, policymakers, and students. Through such collaboration, the STEM inquiry approach can evolve into an adaptive and contextually relevant model for addressing future challenges in science education and promoting meaningful, inquiry-driven learning.