Opportunities and Challenges of STEM Education in Bhutan: Stakeholders’ Perspectives

Abstract

The National Science Foundation (NSF) of the United States introduced the acronym STEM in 2001, integrating Science, Technology, Engineering, and Mathematics as a key educational reform that emphasises an interdisciplinary approach to learning and teaching. The global focus on STEM has profoundly influenced educational policies, instructional strategies, assessment systems, and curricula in Bhutan, particularly in mathematics, science, and information communication and technology (ICT). This study explored the opportunities and challenges of STEM education in Bhutan using a mixed-methods approach. Findings revealed that while Bhutanese policymakers, curriculum developers, and educators commonly use the acronym STEM to refer to policies and curricula related to mathematics, science, and ICT education, some were unaware that it includes all four disciplines. Key opportunities identified for STEM education in Bhutan include enhancing student learning and achievement, preparing students for real-world challenges, providing career opportunities, and contributing to national development and the economy. The main challenges to implementing STEM education were the need for a comprehensive curriculum, a sufficient STEM teacher workforce, effective instructional methods, and adequate instructional materials and laboratory resources. The study recommends reforming STEM education in Bhutan by developing a comprehensive understanding of STEM principles, designing a strategic framework for curriculum development and implementation, securing resources, and ensuring effective teacher preparation to ensure high-quality STEM education. Additionally, stakeholders should address the identified challenges and leverage the opportunities in STEM education to promote a more sustainable and prosperous future for the country.