Sarcouncil Journal of Education and Sociology

Abstract: This study examines current developments in STEM pedagogy in the United States, highlighting the importance of adaptive and future-oriented instructional techniques in the face of rapid technological change and global issues. Emerging concepts, including project- and inquiry-based learning, computational thinking, and constructivist methodologies, have the potential to promote higher-order thinking, creativity, and multidisciplinary problem solving. Technology-enhanced learning, which includes immersive digital tools, hybrid models, and adaptive data-driven systems, promotes personalization, engagement, and the development of crucial 21st-century skills. Teacher professional development is regarded as a key driver of innovation, necessitating long-term, collaborative, and equity-focused activities to enable successful implementation. At the same time, persisting impediments, including structural disparities and curricular rigidity, as well as teacher resistance, continue to limit systematic implementation. Addressing these challenges requires careful alignment of policy, resources, and institutional support. The review emphasizes the importance of inclusivity and early STEM involvement in broadening participation across gender, race, and socioeconomic lines, as well as incorporating social, ethical, and sustainability dimensions into curricula. Moving forward, enhancing STEM education will necessitate interdisciplinary collaboration, the expansion of established teaching methods, and methodological innovation in research procedures. Overall, the findings demonstrate that improving STEM education in the United States is not only a pedagogical need but also a national goal for developing a diverse, innovative, and socially responsible workforce capable of addressing complex global concerns.