THE GENESIS OF STEM ACTIVITIES IN EDUCATIONAL INSTITUTIONS

Abstract

The article provides a preliminary study of the emergence and transformation of STEM in general secondary education institutions in Ukraine, taking into account the experience of the Zaporizhzhia region. It examines the evolution of the regulatory framework and practical implementation of STEM technologies from their conditional start in 2016 to strategic plans for 2029. This study focuses on the advisability of differentiating the stages of development for the scientific evaluation of STEM education, into three key stages, namely “pre-COVID” (the stage of foundation, development of standards, and network expansion), “COVID” (the period of forced digital transformation and adaptation to remote forms of learning), and the martial law period (the stage of forming educational resilience). The study clearly differentiates between five areas of modern STEM activities for the first time: the use of robotics, the implementation of digital measuring systems (digital laboratories), 3D printing and modeling, the application of AR/VR technologies, and the development of “low-tech STEM” (cardboard and paper engineering). Particular attention is paid to the methodological justification of each of these areas, analysis of their impact on the formation of “21st century skills” (4Cs: critical thinking, creativity, communication, collaboration) and the professional self-determination of young people. Particular attention is paid to the results of the 2026 empirical study (N = 742), which revealed a persistent deficit in technological resources, with the average teacher rating of 3D printers and digital laboratories being 2.68 out of 5 points. Despite infrastructural constraints, a positive impact of STEM projects on students’ psycho-emotional well-being and motivation under wartime conditions was identified (3.55 points). It has been determined that, in the context of modern challenges, the STEM approach is not only an educational methodology but also a strategic tool for building resilience and preserving the intellectual potential of industrial regions. The capacity of simple and low-cost STEM projects to ensure equitable access to quality education in crisis conditions has been demonstrated. The dynamics of changes in the educational paradigm that have occurred under the influence of global challenges are examined in detail and justify the need to move from episodic measures to systematic STEM activities as a means of overcoming technological gaps.