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Science, Technology, Engineering, and Mathematics (STEM) education curriculum and instructional design continuously undergo reforms that aim to prepare learners for the challenges of the 21st century (Hoeg & Bencze, 2017; Pietarinen et al., 2017). In particular, STEM education has adopted strategies that integrate modern technologies in teaching and learning to enhance knowledge construction and application among learners and societies. In some countries, STEM education reforms are fuelled by socio-economic and political imperatives that seek to promote social justice (Mnguni, 2018). More recently, the emergence of the Covid-19 pandemic has forced schools and universities to adopt online teaching methods to reduce the coronavirus’s spread. Consequently, researchers are exploring strategies for the incorporation of online teaching and learning methods. The effectiveness of these strategies and their impact on the students’ conceptualization of STEM knowledge, its application, and relevance are continuously being investigated. The application and relevance of online teaching and learning in STEM education can be viewed within the context of the 4th industrial revolution (Penprase, 2018). Research has shown that integrating digital learning technologies improves students’ conceptualization of STEM knowledge (Kelley & Knowles, 2016). There is a need to explore how these online teaching and learning methods could be used in diverse contexts, particularly in under-resourced and rural areas. In addition to digital learning technologies, the 21st century has seen the rise in technologies such as robotics, virtual reality (VR), and artificial intelligence (AI). However, the role of these technologies in the teaching of STEM education has not been explored extensively. Furthermore, teachers and learners’ teaching and learning skills to effectively use these technologies require extensive research.

THE INTEGRATION OF ONLINE TEACHING AND LEARNING IN STEM EDUCATION AS A RESPONSE TO THE COVID-19 PANDEMIC