Transformation in STEM education through ICT: A systematic review of life skills development and gender-related outcomes

Oct 15, 2026

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This systematic review examines how information and communication technologies (ICT) and digital tools are integrated into secondary school STEM education, with emphasis on gender-related outcomes and life skills development. Evidence from 12 studies published between 2010 and 2023 is synthesized using PRISMA guidelines. Results suggest digital tools such as block-based programming, game-based learning, STEM applications, and robotics can strengthen engagement, critical thinking, and creativity, while post-pandemic evidence remains limited. The findings also indicate potential support for female students’ STEM self-efficacy and development of problem-solving, self-regulation, and interpersonal communication skills, with caution due to descriptive and limited evidence.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Introduction

Contemporary Educational Technology, 2026, 18(2), ep661 ISSN: 1309-517X (Online) OPEN ACCESS Review Article Transformation in STEM education through ICT: A systematic review of life skills development and genderrelated outcomes Aurelia De Lorenzo 1* 0000-0003-3319-2400 Massimiliano Musso 1 Viviana Bono 2 0000-0002-2533-0511 Barbara Martin 3* 0000-0002-3833-0094 Emanuela Rabaglietti 1 0000-0002-5286-3743 1 Department of Psychology, University of Turin, Turin, ITALY 2 Department of Computer Science, University of Turin, Turin, ITALY 3 General Affairs and Cultural Heritage Directorate, University of Turin, Turin, ITALY * Corresponding author: aurelia.delorenzo@unito.it Citation: De Lorenzo, A., Musso, M., Bono, V., Martin, B., & Rabaglietti, E. (2026) . Transformation in STEM education through ICT: A systematic review of life skills development and gender-related outcomes. Contemporary Educational Technology, 18(2), Article ep661. [https://doi.org/10.30935/cedtech/18601](https://doi.org/10.30935/cedtech/18601) ARTICLE INFO ABSTRACT | Received: 22 Dec 2025
Accepted: 22 Apr 2026 | This systematic review examines the integration of information and communication technologies (ICT) and digital tools into science, technology, engineering, and mathematics (STEM) education within secondary schools with a particular focus on gender-related outcomesand life skills development. The results come from 12 studies published between 2010 and 2023 and analyzed according to PRISMA guidelines. The findings indicate that digital tools, including block-based programming, game-based learning, STEM-specific applications, and robotics, can enhance engagement, critical thinking and creativity. While the pandemic increased the visibility and urgency of ICT adoption, the limited number of post-pandemic studies does not allow systematic temporal comparisons. Given the limited number of studies, especially postpandemic, the results are indicative rather than conclusive. Although ICT-based environments show potential for supporting female students’ self-efficacy in STEM, the available evidence is limited and largely descriptive and therefore should be interpreted with caution. Digital tools contribute significantly to the development of problem-solving, self-regulation and interpersonal communication skills, which are essential for STEM skills and overall academic success. The review highlights the transformative potential of ICT in STEM education while emphasizing the need for future research to include larger, longitudinal studies, strategies for equitable access, and targeted teacher training to maximize effectiveness in diverse secondary school contexts.
Keywords: STEM, secondary education, ICT, digital tools, gender gap, life skills | | --- | --- | | INTRODUCTION | | Science, technology, engineering, and mathematics (STEM) education is currently a major focus in educational research, not only for developing specific disciplinary skills but also for its potential to promote transversal skills, equitable participation, and prepare students for the social and professional challenges of the 21st century. In this perspective, recent discussions emphasize a broader transformation of science education, driven by the integration of emerging technologies and innovative pedagogical approaches, which reshape both teaching practices and learning environments (Usak, 2025) . In the literature, the concept of STEM has various interpretations: it may refer to the joint teaching of the four disciplines or to teaching methods that integrate practices, concepts, and processes from different domains (Reynante et al., 2020). This review adopts the perspective of integrated STEM, defined as an intentional approach that connects ideas and practices across multiple disciplines to develop problem-solving, creativity, and critical thinking (Thibaut et al., 2017) . Despite increasing attention to more integrated teaching, ST

FAQs

What is the review’s focus in STEM education?

The review focuses on how ICT and digital tools are integrated into STEM teaching in secondary schools, emphasizing gender-related outcomes and life skills development.

How was the evidence collected and analyzed?

Twelve studies published between 2010 and 2023 were analyzed according to PRISMA guidelines.

What benefits of ICT tools does the review identify?

Digital tools, including block-based programming, game-based learning, STEM applications, and robotics, can enhance engagement, critical thinking, and creativity, and support life skills such as problem-solving and self-regulation.

Oct 15, 2026

Upload by jayni