The Effects of STEM Programs on Students’ 21st Century Skills: A Meta-Analysis Study

Abstract

This meta-analysis examines how STEM programs influence students' 21st-century skills, including critical thinking, creativity, communication, collaboration, character, and citizenship (the 6Cs). We gathered 38 empirical studies, used Hedges' g as the effect size measure, and employed the Statistical Package for the Social Sciences (SPSS) version 29. The overall mean effect size was large and statistically significant, showing that STEM interventions greatly surpass non-STEM approaches in developing these skills. High heterogeneity was detected, leading to moderator analyses. Educational level significantly influenced the effects: university programs produced the largest effect, followed by primary and secondary education. Program design did not significantly moderate outcomes, with both non-project-based and project-based learning proving effective. These findings confirm STEM's vital role in developing 21st-century skills and reflect current educational needs. The level of education affects effectiveness, likely due to differences in skill basis and intervention intensity. Limitations include incomplete data in some studies, which led to the exclusion of certain articles. Future research should examine additional moderators, such as duration and publication type. Policymakers and educators are encouraged to systematically incorporate STEM, backed by teacher training, to ready students for a rapidly changing world.