The Effectiveness of Integrated STEM Approaches on Secondary School Students’ Critical Thinking: A Systematic Literature Review (2019–2025)

This Systematic Literature Review (SLR) synthesizes empirical evidence published between 2019 and 2025 on the effectiveness of integrated Science, Technology, Engineering, and Mathematics (STEM) approaches in enhancing secondary school students’ Critical Thinking (CT) skills. Following the PRISMA 2020 guidelines, a total of 201 records were identified (48 from Scopus and 153 from Google Scholar), from which 17 empirical studies met the inclusion criteria. The findings demonstrate that integrated STEM (iSTEM) interventions generally have a positive impact on students’ CT, particularly in developing analytical reasoning, problem-solving, and collaborative inquiry. Effective approaches included Project-Based Learning (PjBL), Problem-Based Learning (PBL), and Design-Based or Robotics-Integrated Inquiry. However, persistent challenges remain concerning teacher preparedness, curriculum alignment, and the valid assessment of CT. Overall, iSTEM education demonstrates strong potential to cultivate CT among secondary school learners. Nevertheless, future research should include more longitudinal designs, standardized assessment tools, and targeted professional development to strengthen implementation and sustainability.

Integrated STEM, Critical Thinking

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