Education has long been recognised as a vital mechanism for fostering equality and enabling individuals to transcend socioeconomic barriers, thus facilitating sustainable development. In the context of the Fourth Industrial Revolution (4IR), the role of Science, Technology, Engineering, and Mathematics (STEM) education is paramount, as it drives innovation and cultivates essential skills for navigating the rapidly evolving technological landscape. STEM education is characterised by an interdisciplinary approach that integrates scientific and mathematical concepts with technological and engineering principles. While advanced economies harness STEM fields to propel innovation and economic growth, many developing nations, including Zimbabwe, continue to grapple with significant challenges in delivering effective STEM education, impeded by systemic poverty, inadequate infrastructure, gender disparities, and a lack of access to quality learning resources. This chapter delineates the historical context of STEM education in Zimbabwe, which dates back to the 1990s and has been influenced by reforms to enhance teacher education and practical skills in the curriculum.