Systematic Review of STEM-Project-based Learning in Science Education: Trends, Project Types, Future Research

Abstract

This study analyzed 40 Scopus-indexed international journal articles (2016–2025) exploring the defining features of Science, Technology, Engineering, and Mathematics Project Based Learning (STEM-PjBL) in science education, the topics and projects implemented, and recommendations for further research. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-analyses guidelines was employed as the research methodology. The results showed that quantitative approaches dominated (50%) with a focus on upper secondary and higher education levels. The largest contribution to the research came from Indonesia (35%), followed by the United States (22.5%) and Taiwan (12.5%). Content related to ‘science with other subjects’ was the most prevalent category, accounting for 32.35% of the articles analyzed for science content. The projects implemented were also highly varied, aligning with the research topics. Recommendations include developing samples and methodologies, exploring fields and educational levels, and delving into specific factors. Recommendations are also directed toward policymakers, teachers, students, and schools. Findings confirm that STEM-project-based learning (STEM‑PjBL) effectively cultivates critical thinking, fosters creativity, and career interest in STEM fields. Thus, STEM-PjBL emerges as an effective pedagogical strategy in equipping students to tackle the challenges of the 21st century.