AN INTERDISCIPLINARY APPROACH TO THE MANAGEMENT OF STEM CURRICULUM DEVELOPMENT IN EDUCATIONAL INSTITUTIONS

Abstract

The Development of STEM (Science, Technology, Engineering, and Mathematics) curricula in educational institutions is a strategic response to 21st-century demands, emphasizing mastery of critical thinking, problem-solving, creativity, and collaboration. However, STEM implementation still faces significant challenges, particularly regarding curriculum management, which remains largely sectoral and lacks cross-disciplinary integration. Disciplinary approaches are often insufficient to accommodate the complexities of STEM-based learning, which requires the integration of concepts and practices across fields. Consequently, an interdisciplinary approach is essential to explore as a foundation for strengthening a more holistic and contextualized STEM curriculum management. This study aims to comprehensively analyze interdisciplinary approaches in STEM curriculum management based on a scientific literature review. Using a qualitative approach with a literature study method, data were sourced from academic journals, books, and relevant educational policy documents. The data were analyzed using thematic content analysis, involving data reduction, thematic categorization, conceptual synthesis, and conclusion drawing. Findings indicate that an interdisciplinary approach to STEM development plays a vital role in enhancing curricular coherence, instructional effectiveness, and the relevance of material to student needs and real-world contexts. Furthermore, a systematic management of curriculum development that integrates various disciplines is proven to foster teacher collaboration, instructional innovation, and the strengthening of 21st-century competencies. The study concludes that an interdisciplinary approach serves as a strategic cornerstone for sustainable STEM curriculum management in educational institutions.