Asian Journal of Education and Training

Vol. 10, No. 1, 18-26, 2024

ISSN(E) 2519-5387
DOI: 10.20448/edu.v10i1.5326
© 2024 by the authors; licensee Asian Online Journal Publishing Group

The role of information technology in STEM education

Trung Chi Nguyen1

Thang Chien Nguyen2
Hau Bui Nguyen3
( Corresponding Author)
1
Hanoi National University of Education, Vietnam.
1
Email: trungnc@hnue.edu.vn
2,3
Vinh University, Vietnam.
2
Email: thangnc@vinhuni.edu.vn
3
Email: hau.cntt.dhv@gmail.com

Abstract
The ubiquity of IT (Information technology) for teaching at large is a reality that can be observed,
including STEM education, which is the field of study of this research. In view of this situation, this
work is intended to determine the role of IT in STEM (Science, Technology, Engineering,
Mathematics) education. It was decided to conduct a systematic review based on PRISMA model
and adding information obtained from the analysis of fugitive literature. The literature review was
carried out on a total of 16 articles. The main inclusion criteria were a temporal selection from 2015
to March 2023, the inclusion of the terms IT and STEM in the title, abstract or keywords of the
articles. The main results show an increasing tendency of this topic, especially in English research.
Most relevant conclusions of the systematic review evidence a positive relationship between IT and
STEM education, although some negative aspects are also highlighted as there is still a lack of
resources and teacher training, leading to ineffective application of IT in STEM classes. The
research results have important practical implications, it motivates teachers to research, propose
and implement measures to enhance the role of IT in STEM education, while minimizing the
limitations that have been identified.

Keywords: Digital devices, Information technology, Key competencies, Negative, Positive, STEM education, STEM.

Citation | Nguyen, T. C., Nguyen, T. C., & Nguyen, H. B. (2024). Funding: This study received no specific financial support.
The role of information technology in STEM education. Asian Journal Institutional Review Board Statement: Not applicable.
of Education and Training, 10(1), 18–26. 10.20448/edu.v10i1.5326 Transparency: The authors confirm that the manuscript is an honest, accurate,
History: and transparent account of the study; that no vital features of the study have
Received: 10 August 2023 been omitted; and that any discrepancies from the study as planned have been
Revised: 22 December 2023 explained. This study followed all ethical practices during writing.
Accepted: 5 January 2024 Competing Interests: The authors declare that they have no competing
Published: 17 January 2024 interests.
Licensed: This work is licensed under a Creative Commons Authors’ Contributions: Conceptualization, securing funding, concept and
Attribution 4.0 License design, drafting manuscript, data acquisition, data analysis and interpretation,
Publisher: Asian Online Journal Publishing Group H.B.N.; critical revision of manuscript, editing/reviewing, supervision, final
approval, T.C.N.; conceptualization, editing/reviewing, supervision, final
approval, T.C.N. All authors have read and agreed to the published version of
the manuscript.

Contents
1. Introduction ...................................................................................................................................................................................... 19
2. Materials and Methods ................................................................................................................................................................... 20
3. Result .................................................................................................................................................................................................. 21
4. Discussion .......................................................................................................................................................................................... 25
5. Conclusions ....................................................................................................................................................................................... 25
References .............................................................................................................................................................................................. 26

18
© 2024 by the authors; licensee Asian Online Journal Publishing Group
 Asian Journal of Education and Training, 2024, 10(1): 18-26

Contribution of this paper to the literature

The research systematically shows the roles of IT in STEM education, directions for applying
IT in STEM education, positive and negative aspects when applying IT in STEM education.

1. Introduction
STEM education focuses on teaching STEM subjects (science, technology, engineering, and mathematics) in an
interdisciplinary approach, integrated with practice to form and develop students' qualities and competencies. On the
other hand, information technology (IT) has an important position in the field of education, including STEM
education. Therefore, it is necessary to clarify the role of IT in STEM education to promote faster and more effective
implementation of STEM education. This issue leads to the following research questions: How does IT support
teaching and learning in STEM education? To what extent do teachers use IT in STEM education? What type of
digital technology is used by teachers in STEM education? What is the impact of using IT in STEM education? Are
they useful to apply? If helpful, what is an empirical demonstration of using IT in STEM education? To answer these
questions, the research method of this paper is to conduct a systematic review of the literature to determine the role
of IT in STEM education, this systematic review is consistent with the Preferred Reporting Items for Systematic
Reviews and Meta-Analyses approach (PRISMA (Moher, Liberati, Tetzlaff, Altman, & Group*, 2009)). STEM
education is a new trend that has rapidly developed and been widely applied in recent years both globally and in
Vietnam. Similarly, IT has become an indispensable element in all fields, including education. Researching and
determining the role of IT in STEM education is a meaningful task.

1.1. STEM Education

STEM education is an interdisciplinary teaching approach where lesson content is contextualized in the real
world, encouraging students to apply knowledge and skills in science, technology, engineering, and mathematics to
solve specific problems in their communities (Hoang, 2023). The main purpose of STEM education is not solely to
train scientists, mathematicians, and engineers, but to inspire learning, help students recognize the
interconnectedness of knowledge, understand the impact of STEM on the world and society's future, and apply
knowledge to address real-world challenges and create innovative products. Additionally, STEM education
emphasizes nurturing soft skills which are essential for future career success, such as collaboration, teamwork,
problem-solving, creative thinking, and critical thinking (Kelley & Knowles, 2016; Sanders, Kwon, Park, & Lee,
2011). The levels of application of STEM education in high schools are as follows (Ministry of Education and
Training, 2020):

1.1.1. Teaching Subjects According to the STEM Educational Method

This is the main form of STEM education organization in high schools. Teachers design STEM lessons to deploy
in the process of teaching subjects in the general education program according to an integrated intra-subject or
interdisciplinary approach.

1.1.2. Organizing Experiential Activities in the STEM Education Program

STEM experience activities are organized through clubs or practical experience activities; They are organized
and implemented according to the interests, talents and choices of students voluntarily. Schools can organize STEM
experience spaces in schools; Introducing a library of digital learning materials, virtual experiments, simulations,
and learning software for students to learn, explore experiments, and apply science and technology in real life.

1.1.3. Organizing Scientific and Technical Research Activities

STEM education can be implemented through scientific research activities and science and technology
innovation competitions. This activity is not for the masses, but for students who have abilities, and are interested in
scientific and technical research and discovery activities to solve practical problems. Joining the STEM club and
doing scientific and technical research is an opportunity for students to see the fit of their abilities, interests, and
values with careers in the STEM field.

1.2. IT in STEM Education

In the current trend, IT is constantly developing, increasingly widely used in all areas of social life. When it
comes to its integration in education, IT has expanded the possibilities of education as they have created the
possibility of distance learning, e-learning and blended learning. It also provides personalized learning platforms and
a variety of online activities to reinforce and expand students’ knowledge, which can contribute to autonomy, self-
directed learning, and creativity. Furthermore, IT can serve as a tool to promote a student-centered approach as it
leads to engagement and promotes active learning in which students feel themselves as protagonists in the learning
process (Gámiz-Sánchez, 2017). Thus, IT enhances students’ interaction and collaborative work.
Various digital tools coexist in most schools today. For example, learning management system (LMS), a digital
platform for incorporating other digital elements for educational institutions (Yazid, 2021). Similarly, several studies
have looked at the use of mobile technology, virtual reality in the classroom, which has also led to other emerging
approaches (Boonbrahm, Kaewrat, & Boonbrahm, 2015; Martin, 2021). However, in terms of popularity, software
elements are increasingly becoming an important aid in classrooms. The next part of the article will analyze the role
of IT for other subjects in STEM education.
For Science: In STEM classrooms, it's easy to see the integration of IT in the science classroom. For example,
robotics is a prime example of applying technology to science. With advancements in 3D, 4D or virtual reality (VR)
imaging technology, students can easily visualize a finished product. From there, it is possible to design products
with high applicability.
For Technology: Instead of letting students access to technology through playing video games or spending too
much time on social networks (TikTok, Facebook, YouTube...) students can be exposed to research activities and
apply technology to life. Students can experience and create products in the field of technology, which not only trains
19
© 2024 by the authors; licensee Asian Online Journal Publishing Group
 Asian Journal of Education and Training, 2024, 10(1): 18-26

their thinking but is also an important factor in promoting students' interest in learning. On the other hand, when
applying IT, it is possible to create computer software that can be assigned to computers to help solve part or even
all the problems that the technology field poses.
For Engineering: Engineering not only helps students familiarize themselves with devices such as electrical
circuit structure, model assembly, etc. In the STEM model, students can apply IT in engineering such as: developing
software that can control the operation of devices such as automatically turning lights on and off when detecting
people passing by, setting up automatic modes for electrical circuits, etc.
For Mathematics: Mathematics is a basic academic subject with many abstract concepts. In fact, more and more
classrooms are equipped with touch screens and educational software for more effective learning. For example,
learning spatial geometry is easy, intuitive, and dynamic with touch screens and math software like GeoGebra.
Thus, IT is widely applied in the field of education. In the field of STEM education, IT helps students access to
technology in many fields, develop creative thinking and apply technology to life. Moreover, as a foundational
technology, IT plays a central role in connecting other subjects, promoting STEM education, and fostering students'
creativity to create high-quality digital products.

1.3. IT and STEM Education in High Schools

The implementation and application of IT in high schools has seen many changes. Teachers have actively applied
IT in teaching, regularly exploited the effective uses of electronic learning materials, and actively applied IT in
professional activities and self-study and self-improvement to meet the 2018 general education program (Trinh &
Vo, 2023). Most teachers are proficient in using PowerPoint software in teaching presentations; using iSpring, and
Adobe Presenter to compose e-learning lectures. Skills in using simulation software, virtual experiments, and
teaching software to innovate content and teaching methods in the classroom are always concerned and implemented
regularly. Using Smart TV (Television) is well exploited by teachers. Although both course content and skills in
using digital devices and software have improved, a few errors are being noted including connection problems,
software incompatibilities, and teacher supervision is necessary (Kumar, 2004).
The implementation of STEM education in high schools still faces many difficulties (Lâm & Nam, 2022). STEM
education for high school students today is mainly in the form of participating in clubs led by high school teachers
and university lecturers to guide students in implementing learning projects such as sensors and data, smart
agriculture, nanotechnology, self-operated robots, etc. These learning projects often involve topics that are new,
interesting, and challenging but not too difficult, thereby helping students understand the applied meaning of
knowledge.
Integrating IT in STEM education can be beneficial in reducing anxiety, promoting motivation, and
engagement. This is because IT can provide deeper explanations through visual means (Fontecha, 2012). In addition,
many high schools organize STEM festivals to encourage students to be creative and develop their own abilities in
researching, discovering, and creating many applied products.

1.4. IT and STEM Education from a Teacher's Perspective

Teachers almost all agree that IT has an important role in education, and STEM education is no exception. IT
provides the tools, and brings a wave of favorable learning material design (Ta, 2023). However, teachers have
acknowledged that it is a time-consuming task, it requires teachers to invest a lot of effort to learn and practice
creating teaching products, if teachers do not manage the classroom well, it can distract students' attention (Mouaziz,
El Byad, El Biadi, & Moumni, 2021).
Teachers who are knowledgeable about STEM education consider that the most basic core point of STEM
education is to learn by doing, and practice making specific products, thereby enhancing the passion and love for the
subject. Informatics is a highly practical subject with tight scientific integration, suitable to promote and enhance
STEM education. For example, the Scratch programming language is intuitive, it is easy to create products,
programs, software, or simply a game (Tuấn, Lê Diễm, Huy, & Tuấn, 2019). Therefore, teachers' IT competence
favors the integration of IT in STEM education so that students can learn their knowledge and digital skills.

2. Materials and Methods

Considering the topic "The role of IT in STEM education" is an issue that needs clarification. To solve this
problem, it is first necessary to carry out a review process, in which documents on the topic are searched and then
systematically sorted and classified. From there, synthesize and evaluate the research results. This work aims to find
"research gaps", which are the basis for making research questions and choosing new research directions. We use
the Preferred Reporting Items for Systematic Reviews and Meta-Analyses approach (PRISMA (Moher et al., 2009)).
This approach represents a scientific method in overview research and has the important advantage of being able to
help find answers to posed research questions.

2.1. Research Questions and Objectives

Many studies have mentioned the role of IT in STEM education to promote faster and more effective
implementation of STEM education. From there, our research question is: What is the role of IT in STEM education?
To answer this question, we analyze the implementation of IT in two aspects: IT as a component in STEM
education and IT in supporting the components of STEM when teaching STEM to students. To achieve this goal,
this work has some research questions and objectives.
Table 1 presents research questions and objectives.

20
© 2024 by the authors; licensee Asian Online Journal Publishing Group
 Asian Journal of Education and Training, 2024, 10(1): 18-26

Table 1. Research questions and objectives.

Research problem Research questions Research objectives
How does IT support teaching and learning in
To identify key studies around IT and
STEM education?
STEM education over the past 8 years
To what extent do teachers use IT in STEM
(2015 to 2023), by type and object of study.
education?
What is the role of IT What types of digital technology are used by To analyze the type of technology
in STEM education? teachers in STEM education? implemented in STEM education.
What is the impact of using IT in STEM education?
To analyze the role of IT integration in
Are they useful to apply? If helpful, what is an
STEM education. To determine how IT
empirical demonstration of using IT in STEM
affects STEM education.
education?

2.2. Information Sources

The research was conducted in the databases Scopus and WOS (Web of Science) in March 2023. The keywords
used were IT and STEM education in English. These terms are searched in the “title, abstract, keywords” of each
article using the Boolean operator “and”. As this work also aimed to consider other sources of information that might
be important but omitted in the PRISMA approach, interim documents were included to mitigate this problem. In
addition, as the research in the above direction has resulted in most documents in English, the addition of other
documents also aims to expand the sample of results in Vietnamese. These documents are not included in the journals
belonging to Scopus and WOS, to achieve this effect, research was conducted using Vietnamese search keywords in
the “title, abstract, keywords” of the articles and using the Boolean operator “and”.

2.3. Criteria for Collecting and Searching Information

The method of collecting and searching the documents mentioned above is not enough to accurately indicate the
scope and characteristics of the documents related to the research problem. To overcome this, document search
crawling should be defined according to the following criteria.

2.3.1. Selection Criteria

Type of publication: Scientific publications are articles from scientific journals and book chapters;
Time: To ensure the update as well as limit the research that is too old, the time of the publications will be
selected from 2015 to February 2023;
Search terms: Include IT, and STEM education terms in the title, abstract or keywords;
Search scope: Articles are cited correctly, without redundancy; The role of IT, and STEM education is the main
topic in the content;
Research object: The collected documents are related to students, teachers, and lecturers;
Access: Articles are available under open access.

2.3.2. Exclusion Criteria

• Articles are not related to IT and STEM education.
• Articles are not available under open access.
2.4. Stages and Procedures
As we have described, the first stage was the search for the Scopus and WOS databases in March 2023. There
were 39 results found in these databases according to the search method identified. Results are available in English.
To expand the search results, 6 results were also found in Vietnamese in other journals. So, at the first stage, a total
of 45 results were found (according to the stated collection and search methods and criteria).
In the second stage, articles are analyzed by title, abstract and keywords. This work resulted in the removal of
25 articles that were not relevant to the research problem (the role of IT in STEM education). Some articles only
focus on discussing STEM education, or some articles only mention the role of IT in education in general, not
emphasizing STEM education.
In the third stage, the resulting sample of 20 articles was fully examined and 4 articles did not match the inclusion
criteria, but it was not possible to determine this fact in the second stage by only examining the title, abstract and
keywords. These articles did not focus on discussing the relationship between IT and STEM education. Specifically,
an article that did not show the relationship between IT topics and STEM education would be excluded. In summary,
after the third stage, the source material directly related to the research problem includes 16 publications. From a
statistical perspective, according to the PRISMA approach, this can be considered as a sample (representing the
totality of documents related to the research problem). Figure 1 summarizes the process of carrying out the three
stages of document collection according to the stated method and criteria (based on the PRISMA approach).

3. Result
A total of 16 articles were included in the synthesis that followed the PRISMA guidelines for systematic review.
The factor analysis results related to date, language, level and object research, and type. Regarding date, articles are
analyzed by publication date. Articles are limited from 2015 to February 2023. As for language, the articles focus on
languages, specifically English and Vietnamese languages, in which focus on research in English. In terms of level
and object research, the articles were analyzed by educational stage (secondary education, higher education) and
research object (students, teachers). When it comes to the type, the articles can be divided into three categories:
Empirical, Revision and Educational proposal. Empirical studies refer to experiential learning about the use of IT in
STEM education. Revision studies evaluate the use of IT in STEM education. Educational proposal studies
investigate to identify needs and propose solutions for applying IT in STEM education. According to these
categories, the sample of 16 studies is classified as shown in Table 2.

21
© 2024 by the authors; licensee Asian Online Journal Publishing Group
 Asian Journal of Education and Training, 2024, 10(1): 18-26

Figure 1. Results based on PRISMA diagram template for systematic review.

Table 2. Describes the studies.

Study Date Language Level and object of study Type
Hidiroglu and Karakas (2022) 2022 English Students Revision
Mangahas, Tate, and Harris 2022 English Students Educational proposal
(2022)
Atman Uslu, Yavuz, and Koçak 2022 English Students Educational proposal
Usluel (2022)
Xu and Ouyang (2022) 2021 English Students Revision
Lukychova, Osypova, and 2021 English Students Empirical
Yuzbasheva (2022)
Hrynevych, Morze, Vember, and 2021 English Students Empirical
Boiko (2021)
Birzina and Pigozne (2020) 2020 English Teachers, students Empirical
Yang and Baldwin (2020) 2020 English Students Educational proposal
Khaokhajorn, Thongsri, 2020 English Teachers, students Revision
Panjaburee, and Srisawasdi (2020)
Istrate, Mironov, and Popovici 2019 English Teachers Empirical
(2019)
Barakabitze et al. (2019) 2019 English Teachers, students Educational proposal
El Mawas et al. (2019) 2019 English Students Educational proposal
Terzieva, Pavlov, Todorova, and 2018 English Teachers, students Empirical
Kademova-Katzarova (2019)
Manosuttirit (2019) 2018 English Students Educational proposal
Wu and Anderson (2015) 2015 English Students Revision
Chacko, Appelbaum, Kim, Zhao, 2015 English Students Educational proposal
and Montclare (2015)

The 16 articles were the result of the process of implementing the collection, search and filtering method based
on the PRISMA approach as presented in section 2. Articles were classified into the following five categories: Date;
Language; Level and object of study; Type of research; Type of technology.
Articles were classified into technology categories and were analyzed in the following aspects: hardware
(technological devices and peripherals), software (programs and applications), others (digital tools, web pages,
multimedia documents). Therefore, the analysis of the results was carried out as follows:

3.1. Date
Focusing on publication date, it could be seen that publications on the role of IT in STEM education have been
interesting since early, in 2015 there were 2 articles (Chacko et al., 2015; Wu & Anderson, 2015). In 2016 and 2017,
no research results related to this topic were found. However, in 2018, two related studies Terzieva et al. (2019) and
Manosuttirit (2019) were found. From 2019 to 2022, there were 3 research results each year (Barakabitze et al., 2019;
Birzina & Pigozne, 2020; El Mawas et al., 2019; Hidiroglu & Karakas, 2022; Hrynevych et al., 2021; Istrate et al.,
2019; Khaokhajorn et al., 2020; Lukychova et al., 2022; Mangahas et al., 2022; Xu & Ouyang, 2022; Yang & Baldwin,
2020). It could be said that considering the role of IT in STEM education is an important issue, gaining more and
more research attention, this trend will continue throughout 2023 and the ensuing years (see Figure 2).
22
© 2024 by the authors; licensee Asian Online Journal Publishing Group
 Asian Journal of Education and Training, 2024, 10(1): 18-26

Figure 2. Number of results according to date.

3.2. Language
The research results are presented in English. According to the presented search strategy, no articles on the role
of IT in STEM education were found written in Vietnamese.

3.3. Level and Object of Study

In terms of education stage and research object, out of 16 results, there were 11 results (Chacko et al., 2015; El
Mawas et al., 2019; Hidiroglu & Karakas, 2022; Hrynevych et al., 2021; Lukychova et al., 2022; Mangahas et al.,
2022; Manosuttirit, 2019; Wu & Anderson, 2015; Xu & Ouyang, 2022; Yang & Baldwin, 2020) in relation to the
implementation of IT applications in STEM education with the audience being students. There was 1 result Istrate
et al. (2019) presenting the experiences of teachers in implementing IT applications in STEM education. The
remaining 4 results (Barakabitze et al., 2019; Birzina & Pigozne, 2020; Khaokhajorn et al., 2020; Terzieva et al., 2019)
refer to perspectives, experiences, and solutions related to this topic of teachers and students (see Figure 3).

Figure 3. Number of results according to level and object of study.

3.4. Type of Study

Studies related to proposing IT application solutions in STEM education dominate (7 out of 16) (Barakabitze et
al., 2019; Chacko et al., 2015; El Mawas et al., 2019; Mangahas et al., 2022; Manosuttirit, 2019; Yang & Baldwin,
2020) accounting for 44%. In parallel, empirical studies and overview studies in this field have also been interesting,
specifically, there are 5 studies Lukychova et al. (2022); Hrynevych et al. (2021); Birzina and Pigozne (2020); Istrate
et al. (2019) and Terzieva et al. (2019) related to the experiment and 4 studies Hidiroglu and Karakas (2022); Xu and
Ouyang (2022); Khaokhajorn et al. (2020) and Wu and Anderson (2015) related to the literature review, accounting
for 31% and 25%, respectively, (see Figure 4).

23
© 2024 by the authors; licensee Asian Online Journal Publishing Group
 Asian Journal of Education and Training, 2024, 10(1): 18-26

Figure 4. Number of results by type of study.

3.5. Type of Technology

Regarding the type of technology implemented in the studies, we can determine that many studies tend to
introduce hardware elements in STEM education classrooms, especially whiteboards and computers or similar
devices (Birzina & Pigozne, 2020; Hrynevych et al., 2021; Lukychova et al., 2022; Mangahas et al., 2022). Then,
another percentage of studies Xu and Ouyang (2022); Lukychova et al. (2022); Birzina and Pigozne (2020); Terzieva
et al. (2019) and Chacko et al. (2015) used software to create content such as designing, programming robots, for
example, students can use Scratch programming language to organize programs, illustrate results, thereby
supporting learning activities and deeper understanding of learning content.
Several studies Mangahas et al. (2022) and Barakabitze et al. (2019) have indicated that the Internet provides
online query and collaboration platforms that support the use of extensive use of online resources including audio,
video, and web pages. Most of these documents are highly linked for interactive and collaborative purposes.
Furthermore, there has been the introduction of communication technologies, interactive and immersive technologies
(Birzina & Pigozne, 2020; El Mawas et al., 2019; Istrate et al., 2019; Wu & Anderson, 2015; Xu & Ouyang, 2022)
e.g., simulations, games, expanding learning possibilities through computer technology, providing opportunities for
students to conduct experiments or investigate phenomenon beyond physical limits. Similarly, the trend of using
web-based software elements, especially LMS such as Google Classroom, Microsoft Teams (Khaokhajorn et al., 2020;
Manosuttirit, 2019) and other digital tools to respond different purposes in the growing STEM classroom
(Barakabitze et al., 2019; Chacko et al., 2015; El Mawas et al., 2019; Hidiroglu & Karakas, 2022; Istrate et al., 2019;
Terzieva et al., 2019) (see Figure 5).

Figure 5. Types of technology used in the STEM classroom.

24
© 2024 by the authors; licensee Asian Online Journal Publishing Group
 Asian Journal of Education and Training, 2024, 10(1): 18-26

4. Discussion
IT is an integral part of the STEM field. IT can contribute to the design and implementation of STEM activities
in many ways. However, two models emerge when analyzing the literature on the use of IT for STEM education: 1)
direct integration and embedding of IT into STEM activities; and 2) use of IT as a tool or facilitator for STEM
enrichment.
IT can be implemented in single STEM fields, or computer programming environments can be used in
supporting model-based learning. It also has a role as a serious use of games in STEM education (Wu & Anderson,
2015).
The role of IT can be to provide real models of interaction for educators and parents; connect educators with a
community of fellow learners; provide ready access to learning resources (Birzina & Pigozne, 2020; Xu & Ouyang,
2022).
The results drawn from the study's experiments (Xu & Ouyang, 2022) show that most students held positive
attitudes towards the use of IT in STEM education. Moreover, the applications of IT also contributed to the
development of students’ higher-order thinking, computational thinking, and problem-solving ability.
Empirical data in studies Terzieva et al. (2019); Istrate et al. (2019); Lukychova et al. (2022) and Hrynevych et
al. (2021) show that IT tools are increasingly encountered in learning situations in STEM education.
Study Chacko et al. (2015) also show that, by integrating IT in STEM education, helping students to understand
the problem better, presenting the problem more clearly, 100% of students improve high understanding of the
learning topic, 80% of students maintain high attention in learning, the percentage of students who think science is
not for them decreases from 13% to 0% after one cycle.
However, the application of IT in STEM education is a time-consuming activity. It requires teachers to spend
more time when organizing teaching activities (Birzina & Pigozne, 2020).
In addition, studies show that there is still a lack of resources in terms of teaching equipment and teacher training,
many educational institutions have not met the requirements in terms of facilities, and teachers have not been
properly trained in STEM education (Hidiroglu & Karakas, 2022) or the limited digital capacity of teachers, leading
to the ineffective use of IT applications in STEM classrooms. Figure 6 presents a summary of the positive and
negative aspects of IT application in STEM education.

Figure 6. Summary of the positive and negative aspects of IT integration in STEM education.

5. Conclusions
The article thoroughly explores the role of IT in STEM education and presents positive associations between
the two. The main objective of the study has been successfully addressed through the analysis of existing research.
For the first objective, we can conclude that there have been relevant studies related to teachers and students,
the limitation of only finding research conducted in English and the absence of Vietnamese studies on this topic need
to be acknowledged.
The second objective's conclusion emphasizes a shift from individual hardware device use to a more integrated
approach, where IT is seen not only as a tool but also as an essential component in various stages of the STEM
classroom. For instance, students use visual programming languages to create products that exemplify this
integration.
Another significant conclusion that answers our third objective is that the findings highlight positive aspects of
including IT in the STEM classroom, such as increasing student motivation, enhancing learning experiences, and
accelerating learning. These digital tools aid in teaching STEM subjects and encourage students to explore scientific
concepts in innovative ways. However, the study also identifies limitations, such as the cost of implementation in
terms of time, equipment, and teachers' capacity not meeting the requirements.
In conclusion, the study highlights that IT plays a vital role in producing positive outcomes in STEM education.
Nonetheless, further research is required due to the relatively new nature of this field and the limited existing
research. Future studies could focus on reviewing the implementation process and proposing measures to address
the identified limitations, which have not been the object of the present research. This would contribute to better
understanding and successful integration of IT in STEM education.

25
© 2024 by the authors; licensee Asian Online Journal Publishing Group
 Asian Journal of Education and Training, 2024, 10(1): 18-26

References
Atman Uslu, N., Yavuz, G. Ö., & Koçak Usluel, Y. (2022). A systematic review study on educational robotics and robots. Interactive Learning
Environments, 1-25. https://doi.org/10.1080/10494820.2021.2023890
Barakabitze, A. A., William-Andey Lazaro, A., Ainea, N., Mkwizu, M. H., Maziku, H., Matofali, A. X., . . . Sanga, C. (2019). Transforming
African education systems in science, technology, engineering, and mathematics (STEM) using ICTs: Challenges and opportunities.
Education Research International, 2019, 1-29. https://doi.org/10.1155/2019/6946809
Birzina, R., & Pigozne, T. (2020). Technology as a tool in STEM teaching and learning. Paper presented at the The Proceedings of the International
Scientific Conference Rural Environment. Education. Personality (REEP).
Boonbrahm, S., Kaewrat, C., & Boonbrahm, P. (2015). Using augmented reality technology in assisting English learning for primary school students.
Paper presented at the Learning and Collaboration Technologies: Second International Conference, LCT 2015, Held as Part of HCI
International 2015, Los Angeles, CA, USA, August 2–7, 2015, Proceedings 1.
Chacko, P., Appelbaum, S., Kim, H., Zhao, J., & Montclare, J. K. (2015). Integrating technology in STEM education. Journal of Technology and
Science Education, 5(1), 5-14. https://doi.org/10.3926/jotse.124
El Mawas, N., Tal, I., Moldovan, A. N., Bogusevschi, D., Andrews, J., Muntean, G.-M., & Muntean, C. H. (2019). Improving STEM learning
experience in primary school by using NEWTON project innovative technologies. Paper presented at the Computer Supported Education:
10th International Conference, CSEDU 2018, Funchal, Madeira, Portugal, March 15–17, 2018, Revised Selected Papers 10.
Fontecha, A. F. (2012). CLIL in the foreign language classroom. Alicante Journal of English Studies/Revista Alicantina De Estudios Ingleses: RAEI,
25, 317-334. https://doi.org/10.14198/raei.2012.25.22
Gámiz-Sánchez, V.-M. (2017). ICT-based active methodologies. Procedia-Social and Behavioral Sciences, 237, 606-612.
https://doi.org/10.1016/j.sbspro.2017.02.018
Hidiroglu, Ç. N., & Karakas, A. (2022). Transdisciplinary role of technology in STEM education. Malaysian Online Journal of Educational
Technology, 10(4), 276-293. https://doi.org/10.52380/mojet.2022.10.4.411
Hoang, A.-D. (2023). 2018 general education program and opportunities not to be missed. https://doi.org/10.31219/osf.io/a35qw
Hrynevych, L., Morze, N., Vember, V., & Boiko, M. (2021). Use of digital tools as a component of STEM education ecosystem. Educational
Technology Quarterly, 2021(1), 118-139. https://doi.org/10.55056/etq.24
Istrate, O., Mironov, C., & Popovici, A. (2019). The use of technology in STEM education. An empirical research. Journal of Pedagogy, 1, 73-
91. https://doi.org/10.26755/revped/2019.1/73
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1),
1-11. https://doi.org/10.1186/s40594-016-0046-z
Khaokhajorn, W., Thongsri, P., Panjaburee, P., & Srisawasdi, N. (2020). Mobile learning technology in STEM education: A systematic review from
2010 to 2019. Retrieved from https://repository.li.mahidol.ac.th/handle/123456789/60898
Kumar, A. (2004). Developing a quality careers education using ICT. In Quality Issues in ICT-based Higher Education. In (1st ed., pp. 201-
215). London: Routledge.
Lâm, B. T. H., & Nam, N. D. (2022). Solutions for developing stem education in Vietnam high schools. TNU Journal of Science and Technology,
227(09), 551-558.
Lukychova, N. S., Osypova, N. V., & Yuzbasheva, G. S. (2022). ICT and current trends as a path to STEM education: Implementation and prospects.
Paper presented at the CTE Workshop Proceedings.
Mangahas, A., Tate, K. J., & Harris, K. (2022). Challenges and digital solutions with STEM learning. Journal of Online Learning Research and
Practice, 8(2), 25-41.
Manosuttirit, A. (2019). How to apply technology in STEM education activities. Journal of Physics: Conference Series, 1340(1), 012007.
Martin, D. R. (2021). M-learning and the EFL classroom: Using mobiles as tools to engage teenagers in speaking activities. BELT-Brazilian
English Language Teaching Journal, 12(1), e39752-e39752. https://doi.org/10.15448/2178-3640.2021.1.39752
Ministry of Education and Training. (2020). Official Dispatch No. 3089 dated August 14, 2020 on Implementation of STEM education in
secondary education.
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Group*, P. (2009). Preferred reporting items for systematic reviews and meta-analyses:
The PRISMA statement. Annals of Internal Medicine, 151(4), 264-269.
Mouaziz, A., El Byad, I., El Biadi, M., & Moumni, J. (2021). The impact of language games and ict incorporation on moroccan high school
students’classroom interaction. Paper presented at the ICERI2021 Proceedings.
Sanders, M., Kwon, H.-s., Park, K.-s., & Lee, H. (2011). Integrative STEM (science, technology, engineering, and mathematics) education:
Contemporary trends and issues. Secondary Education, 59(3), 729-762. https://doi.org/10.25152/ser.2011.59.3.729
Ta, T. (2023). Evaluating the role of technology application in current higher education. Scientific Journal of Tan Trao University, 9(3), 97-103.
Terzieva, V., Pavlov, Y., Todorova, K., & Kademova-Katzarova, P. (2019). Study on the optimal usage of active and passive technology-based teaching
resources. Paper presented at the Interactivity, Game Creation, Design, Learning, and Innovation: 7th EAI International Conference,
ArtsIT 2018, and 3rd EAI International Conference, DLI 2018, ICTCC 2018, Braga, Portugal, October 24–26, 2018, Proceedings 7.
Trinh, H., & Vo, N. (2023). The application of administrative law to listen to information in teaching and learning in Binh Dinh provincial
high school. Dong Thap University Journal of Science, 33, 8–12. https://doi.org/10.52714/dthu.33.8.2018.600
Tuấn, B. A., Lê Diễm, B., Huy, L. M., & Tuấn, T. Q. (2019). Accessing the STEM education model through scratch software for math education
students at Can Tho University. Can Tho University Science Magazine, 55(3), 56-64.
Wu, Y.-T., & Anderson, O. R. (2015). Technology-enhanced stem (science, technology, engineering, and mathematics) education. Journal of
Computers in Education,, 2(3), 245-249. https://doi.org/10.1007/s40692-015-0041-2
Xu, W., & Ouyang, F. (2022). The application of AI technologies in STEM education: A systematic review from 2011 to 2021. International
Journal of STEM Education, 9(1), 1-20. https://doi.org/10.1186/s40594-022-00377-5
Yang, D., & Baldwin, S. J. (2020). Using technology to support student learning in an integrated STEM learning environment. International
Journal of Technology in Education and Science, 4(1), 1-11. https://doi.org/10.46328/ijtes.v4i1.22
Yazid, A. (2021). Optimization of online learning and teaching learning activities on LMS (Learning Management System) based incentives
using decision support systems. International Journal of Research and Review, 8(10), 225–229. https://doi.org/10.52403/ijrr.20211029

Asian Online Journal Publishing Group is not responsible or answerable for any loss, damage or liability, etc. caused in relation to/arising out of the use of the content.
Any queries should be directed to the corresponding author of the article.

26
© 2024 by the authors; licensee Asian Online Journal Publishing Group