Abstract
Purpose
This study explores the urgent need for a distinct “Chinese approach” to the innovation and development of science, technology, engineering, and mathematics (STEM) education in China.
Design/Approach/Methods
By analyzing the strategic importance of localizing STEM education in China, this study advances a systematic framework for constructing a “Chinese approach” to innovative STEM development.
Findings
The Chinese-style approach proposed by this study retains the core tenets of STEM while systemically emphasizing the educational functions of engineering-based, practice-oriented, and integrative learning, as well as education empowered by digital intelligence. It also reflects traditional Chinese values and local characteristics. Grounded in the implementation of the new curriculum, we recommend integrating artificial intelligence technologies across the full scope of school education, incorporating relevant elements into the national curriculum, highlighting distinctiveness through the development of local and school-based STEM curricula, and expanding educational opportunities via extracurricular clubs and off-campus institutions.
Originality/Value
By combining the global principles of STEM with Chinese cultural traditions and systemic design, this study outlines a pathway for advancing innovative STEM education with Chinese characteristics.
Introduction
Science, technology, engineering, and mathematics (STEM) education has become a central engine for enhancing national competitiveness worldwide. Under the strategic agenda of promoting innovation in STEM education is both an inevitable decision in meeting major national strategic needs and an important lever for the integrated development of science, technology, talent, and education. At the same time, the advent of digital intelligence has presented new conceptual, structural, and practical challenges to the existing paradigms of STEM education. Within this context, we are confronted with both opportunities and risks. Indeed, developing a systematic program for Chinese-style STEM education presents an opportunity to reiterate China's independent presence in global educational discourse, while offering an important pathway for contributing China's experience to the international evolution of STEM education.
The Strategic Significance of Constructing a Chinese-Style STEM Education System
STEM education is a shared global concern. Although countries around the world have implemented diverse localized practices, numerous common challenges persist. The innovation and development of Chinese-style STEM education must be grounded in China's national conditions and aligned with China's excellent traditional culture, thereby constructing a local discourse and academic system compatible with Chinese educational practice.
China's Voice and Participation in the Global Landscape of STEM Education
STEM originally emerged in the United States as an acronym for science, technology, engineering, and mathematics, and was later expanded in some contexts to include the Arts (STEAM). STEM has since become a prominent topic in basic education reform worldwide and has been integrated into national curricula in various forms. The mainstream approach in many countries remains a subject-based organization (e.g., mathematics, science, and technology). To date, Ireland seems to be the only country that has explicitly established integrated STEM courses in its curricular framework. Most countries pursue a model of “subject specialization plus integration,” embedding STEM elements into existing courses to promote interdisciplinary learning. Countries have also consistently emphasized extracurricular STEM learning opportunities—leveraging clubs, summer camps, and community organizations to enrich students’ STEM experiences.
For a long time, STEM discourse formulated in the United States has dominated international practice and shaped the global direction of STEM education. However, international experience suggests that localizing and indigenizing STEM theory and practice is essential for achieving high-quality development. For example, Germany's Mathematik, Informatik, Naturwissenschaften und Technik (MINT) education—known for its strong practical orientation and deep alignment with economic and social needs—functions not merely as a single project but as a comprehensive, full-chain talent cultivation system co-constructed by government, industry, schools, and social institutions. MINT focuses on the curriculum's information technology domains to raise students’ digital literacy and national capacity. Meanwhile, built on “professional sharing,” Finland's Luonnontieteiden, Matematiikan, Tekniikan (LUMATE) initiative emphasizes equity and teacher autonomy. It operates as a nationwide network of university centers that play a central role in teacher development and curricular innovation, supporting K-12 schools and promoting informal, inquiry-based learning rooted in a broader student-centered educational philosophy. Both countries have adapted STEM principles to national strategic needs and educational practices to construct localized discourses and program systems that reflect indigenization and innovation.
In September 2025, the United Nations Educational, Scientific, and Cultural Organization's (UNESCO) International Institute for STEM Education was established in Shanghai. As a responsible major power, China's voice and Chinese solutions are needed in global STEM development—not only to demonstrate cultural confidence but also to contribute to the shared global mapping of STEM education. Against this background, China urgently needs to develop a systematic local discourse and programmatic framework adapted to its national conditions.
Constructing a Chinese-Style STEM Education System as a Strategic Choice
During the 2025 National Two Sessions, Chinese President Xi Jinping, also general secretary of the Communist Party of China (CPC) Central Committee and chairman of the Central Military Commission, while visiting members from the China Democratic League (CDL), the China Association for Promoting Democracy (CAPD), and representatives from the education sector participating in the Third Session of the 14th National Committee of the Chinese People's Political Consultative Conference (CPPCC), emphasized that on the new journey of the new era, it is essential to deeply understand the needs of Chinese modernization for education, science and technology, and talent. It is crucial to strengthen the role of education in supporting scientific and technological advancement as well as talent development, and to further create a dynamic environment where a steady stream of talent emerges, their full potential is unlocked, and their abilities are fully utilized (Xinhua, 2025). A Chinese-style STEM education system will directly serve the strategy of cultivating a powerful nation by strengthening science and technology, particularly insofar as future talents must not only solve complex problems but also possess sound values and a strong will. The vision of future talent cultivated through Chinese-style STEM education stresses interdisciplinary connection, innovative practice, and systematic problem solving—core competencies essential for national development and competitiveness. Prioritizing the cultivation of students’ science and innovation capabilities and nurturing high-quality, compound talents oriented toward the future is crucial for achieving technological self-reliance and the national strategy for talent strengthening.
STEM is not merely a discipline or course but a key strategic support point for high-quality education in the new era. Only through the continuous emergence of talent can the nation “firmly hold the lifeline of science and development in its own hands.” Therefore, advancing Chinese-style STEM education is a national, societal, and individual imperative. It is a necessary education reform, a strategic service to national development, and an essential means of cultivating the “new generation” who bear the responsibility of national rejuvenation.
A Chinese-Style System to Advance and Transform STEM Education in the Digital Intelligence Era
The concept of STEM gained attention in China at the turn of the century. Over the past two decades, the development of STEM education in China has progressed from conceptual awakening to exploratory practice, with the country accumulating practical experience and diverse case studies that provide valuable lessons for localization. However, this development has also encountered obstacles, including unclear top-level policy guidance, divergent interpretations of core concepts, and fragmented practice without systemic organization.
With the rapid advancement of artificial intelligence (AI) and the deepening of curriculum reform, China now faces a critical window of opportunity for reconstructing its STEM education system. The digital intelligence era is not only providing new technological tools for STEM education but also fundamentally altering knowledge production, dissemination, and application. The rapid development of generative AI has made the union between AI and education more intimate and accessible and expanded possible empowerment dimensions. Under these conditions, Chinese STEM education must move beyond the simple transplantation of foreign models to construct a systemic approach aligned with China's conditions, thereby contributing to the international evolution of STEM education.
In summary, systemically constructing a Chinese-style STEM education framework is essential for maintaining cultural confidence in global governance, cultivating compound talents, and advancing the step-wise transformation of STEM education in response to the times.
Clarifying Core Principles: Anchoring STEM System Construction in the New Curriculum's Local Discourse
After nearly half a century of development, STEM education has achieved a degree of conceptual consensus. The construction and development of a Chinese-style STEM system should both recognize and distill these ideas while connecting them to China's new curriculum reform (Central Committee of the Communist Party of China & The State Council, 2025). Doing so requires identifying the “growth points” for STEM already embedded in the new curriculum—such as science (physics, chemistry, biology, geography), engineering and technology/general technology, mathematics, information technology, comprehensive practical activities, labor education, science interest groups, “small inventions and creations,” and local/school-based curricula or second-classroom experiences—and integrating them into the field of curriculum reform. The aim is to promote the innovative development and integrated implementation of STEM education through the following four core imperatives.
Engineering-Based Education: Using Engineering Learning to Link Technology and Mathematics
The core idea of STEM is to use engineering learning as a central lever to achieve deep integration between technology and mathematics and to promote interdisciplinary integration and cognitive development. Chinese-style STEM education should adhere to the strategic value of serving China's technological self-reliance, be oriented toward the development of core competencies, and drive the application of mathematics and scientific knowledge through engineering problem-solving. For example, Compulsory Education Science Curriculum Standards (2022 Edition) (hereinafter, “the new curriculum”) enumerates 13 core scientific concepts, two of which “Technology, Engineering and Society” and “Engineering Design and Materialization” (Ministry of Education of the People's Republic of China, 2022b)—directly point to engineering. In engineering learning, students experience the full learning chain of identifying engineering problems, designing engineering-based solutions, implementing those solutions, and then optimizing them—integrating scientific, mathematical, and engineering knowledge and progressively developing systems, design, and iterative thinking. Therefore, in addition to providing a practical context for linking science, technology, and mathematics, integrating engineering will optimize students’ systematic learning logic and promote cognitive leaps from knowledge acquisition to integrated application and enhanced innovative.
Integrative Education: Cultivating Core Competencies Through Interdisciplinary Teaching
Following the comprehensive reform intent of the new curriculum, interdisciplinary teaching is a key strategy for integrative education in Chinese-style STEM. Traditional subject-based instruction fragments knowledge and impedes students’ ability to solve complex problems. By dismantling disciplinary boundaries and reinforcing organic connections both within and between subjects, STEM education realizes cross-domain integration. Chinese-style STEM advocates for an instructional shift from subject- to problem-centered paradigms, emphasizing problem orientation and real-world innovation contexts in which science, technology, engineering, mathematics, and AI knowledge and skills are applied synergistically. Such pedagogies provide students with systematic opportunities to solve cross-disciplinary real-world problems, thereby enhancing their integrative competencies.
Practice-Oriented Education: Solving Authentic Problems Through Systematic Approaches and Strengthening the Unity of Knowledge and Action
Aligned with the practical emphasis of the new curriculum, practice-oriented education is central to STEM development. Strengthening practice-based education will enhance students’ ability to apply knowledge to solve authentic real-world problems (Wang, 2023). Chinese-style STEM should embrace “learning by doing, learning by creating, learning through competition”—designing projects based on authentic contexts and encouraging students to implement solutions via diverse methods such as design, inquiry, and hands-on operation. The focus is on tightly coupling knowledge acquisition with practical application, paying attention to the generation of artifacts and products, and advancing deep systemic learning from understanding to transfer and application. Practice-based STEM education emphasizes embedding scientific reasoning (i.e., abstraction, argumentation, and innovation) with engineering thinking (i.e., needs analysis, solution design, model construction, testing, and iteration) within concrete learning practices. Such integration promotes organic continuity between classroom instruction and innovation practice, effectively overcoming disciplinary fragmentation and the disconnect between school-based education and societal practice, thereby fostering students’ creative capacities.
Digital-Intelligence Education: Empowering STEM Innovation With Humane Digital Technologies
To address the inadequacies of traditional STEM in responding to contemporary demands, Chinese-style STEM should integrate emerging technologies, especially AI, thereby introducing new content, methods, and modes of thought that align with strategic talent cultivation goals. Conventional STEM centering on science, technology, engineering, and mathematics may not fully encompass the capability requirements of the intelligent era. Incorporating AI can expand opportunities for human–AI collaborative learning and cultivate capacities to address frontier technological challenges. Integrating AI into Chinese-style STEM demonstrates the dynamic nature of STEM integration. Specifically, AI methods and new modes of reasoning are facilitating a conceptual shift from mere disciplinary integration to technology-enabled empowerment, offering strong support for embedding AI within competency-based education and cultivating digitally literate, intelligence-savvy talents suited to the era.
In summation, by engaging the new curriculum discourse, competency-oriented Chinese-style STEM education should not only focus on ensuring that students master disciplinary knowledge but also emphasize cross-disciplinary integration and application. It should empower students to apply scientific principles, technological tools, engineering thinking, and mathematical methods to address complex problems in a systematic manner, while cultivating deep civic sentiment, a sense of responsibility, and mission-driven values. Finally, engineering-based education encapsulates the core tenets of Chinese-style STEM education, integrative and practice-based education can operationalize the new curriculum's emphases on comprehensiveness and practicality, and digital-intelligence education can facilitate effective responses to contemporary demands in the intelligent era.
Focusing on Curriculum Practice: Implementing Innovatively Integrated Chinese-Style STEM Education
As argued above, the development of Chinese-style STEM education should not simply replicate Western discourses or practices but involve innovative exploration grounded in local educational needs and the logic of local practice. While acknowledging STEM's emphasis on engineering-based, integrative, and practice-based learning, China's approach places particular emphasis on implementation within the frameworks of compulsory education and general senior high school curricula, the integration of AI, and ensuring its connection with authentic and well-established science and technology education practices already present in Chinese primary and secondary schools. The goal is to achieve integrated implementation within the current curricular system.
Chinese-style STEM should emphasize pedagogical transformations such as engineering orientation, disciplinary integration, practice-driven innovation, and problem-solving. It should not be confined to a single lesson, unit, semester, or course, but permeate all subjects and the entire schooling process in primary and secondary education. Sustained exploration should center on a multi-dimensional practice landscape that treats the national curriculum as the foundation, local and school-based curricula as distinctive features, extracurricular clubs as avenues for enrichment, and out-of-school resources as supplements—thereby continuously stimulating and releasing the educative vitality of Chinese-style STEM.
Integrating STEM Elements into the National Curriculum
Implementing Chinese-style STEM through the national curriculum is the most fundamental and universal means of promoting STEM education in China. Mandatory courses offered in primary and secondary schools—such as Science (Physics, Chemistry, Biology, Geography), Technology and Engineering/General Technology, Information Technology, Mathematics, Comprehensive Practical Activities, and Labor Education—provide important domains for practice. The new curriculum's emphasis on competency orientation, subject-based practices, and integrated learning (Ministry of Education of the People's Republic of China, 2022a) offers programmatic guidance for STEM-oriented reform. Notably, the new curriculum guidelines indicate that each subject should, in principle, allocate at least 10 percent of instructional time to cross-disciplinary thematic learning (Ministry of Education of the People's Republic of China, 2022a). This provision creates significant space for implementing Chinese-style STEM within the national curriculum.
In practice, curriculum developers and teachers should ground their work in the standards for mathematics and technology-related disciplines; excavate intrinsic connections among science, technology, engineering, mathematics, and information technology; and design interdisciplinary tasks that balance integrative breadth with practical depth. Organizing and implementing model cases can promote high-quality development of the national curriculum.
Developing Local and School-Based STEM Curricula to Highlight Educational Distinctiveness
Local and school-based STEM curricula are crucial for meeting students’ needs, extending the national curriculum, enriching educational space, and highlighting school characteristics. Regions and schools should leverage local advantages, on-campus resources, and students’ realities to construct distinctive local and/or school-based STEM curriculum systems that are differentiated and diversified. The development of such curricula should emphasize a coherent curricular axis rather than scattered patchworks, ensure systematic articulation across grade bands, and integrate technological content with humanistic concerns. Consequently, local and school-based STEM curricula should deepen and broaden the national curriculum's educative reach while enriching students’ STEM learning experiences and supporting their understanding and application of content across mathematics, science, information technology, labor, and engineering and technology courses.
Offering Extracurricular STEM Club Programs to Broaden Educative Space
As important platforms for stimulating students’ interest and uncovering their innovative potential, STEM clubs present new avenues for broad educative engagement beyond the formal curriculum. Chinese-style STEM promotes the dismantling of disciplinary barriers and the use of innovation-oriented practice as the main vehicle for students to conduct scientific inquiry and engineering practice in authentic and complex contexts. Schools can deploy various forms, such as science clubs and makerspaces, to create environments for autonomous exploration and collaborative learning. Extracurricular activities can be categorized into interest-oriented programs, which can expand coverage through science experiments and popular science exposure; gifted-development programs, which can nurture high-potential innovators through project incubation and competition training; and social-service-oriented activities, which can emphasize the social educative value of STEM by encouraging students to apply STEM knowledge and skills to serve schools and communities.
Leveraging Educational Institutions to Enrich Out-of-School STEM Offerings
Connecting school- and community-based resources and promoting school–community collaboration are essential. Off-campus STEM education should function as an important complement to school-based STEM learning, providing authentic, low-stakes learning contexts and diversified learning formats. Out-of-school STEM programming—such as summer camps, study tours, and training squads—can mobilize high-quality resources from science museums, youth centers, technology enterprises, research institutes, community organizations, and university laboratories to design competitions, contests, and leagues. These activities will provide students with contextualized, equitable, and diverse STEM learning opportunities.
Conclusion
Against the backdrop of systematically advancing Chinese-style STEM education requires adopting an open yet selective stance at the conceptual level—as captured by the saying “let a hundred streams converge and be used for our purposes.” At the same time, establishing consensus on values and educational aims that seek to foster virtue through education is a fundamental task. Reforms should pursue innovation within curricular practice by leveraging the integrative aims of the new curriculum, promoting renewal through its integrated implementation. The development of Chinese-style STEM must be treated as a continuous, systemic enterprise that is rooted in local realities, serves national strategy, and benefits students’ growth. Through such efforts, we can contribute Chinese wisdom to global STEM development.
Footnotes
Authors' Note
The Chinese version of this article was published by Global Education in November 2025. The use of this adapted English version has been authorized by Global Education and acknowledged by ECNU Review of Education.
Acknowledgments
The authors extend their gratitude to the following experts for their helpful contributions to the drafting of this paper: Yonghe Zheng, Su Wang, Xiaozhe Yang, Sihan Xiao, Zhe Wang, Xiaolei Zhang, Wenbin Du, Denghui Liu, Ping Ren, Shaofei Wang, Huasong Zhou, Xiaojun Hu, and Yiheng Huang.
Author contribution
Yunhuo Cui led the overall conceptualization and development of the theoretical framework, and supervised the research process. Chengyu Yang, Wenye Zhou, and Zehua Dong were primarily responsible for the policy analysis and the drafting of the initial manuscript. Hongrui Guo and Zihong Zhang contributed to revising the manuscript and addressing the reviewers’ comments. All authors have read and approved the final version of the manuscript.
Funding
This article is supported by the Key Research Base of National Textbook Construction, 2025 Major Project of the Ministry of Education Planning “Research on the Construction of Localized Concepts in K-12 STEM Education”.
Declaration of Conflicting Interests
The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.