Research Summary: Institutionalising STEM integration through curriculum architecture and interdisciplinary co-assessment

A study conducted at a STEM-specialist secondary school in Astana, Kazakhstan, highlights a model for institutionalising STEM integration within formal curriculum structures, moving beyond individual teacher initiatives. The approach leverages informatics as a coordinating subject, employing both vertical progression of the informatics curriculum and horizontal coordination mechanisms for interdisciplinary co-assessment of shared learning tasks.

Why it matters

This approach to STEM integration offers a scalable model for fostering interdisciplinary skills and knowledge within educational systems. By institutionalising cross-subject collaboration and co-assessment, it ensures a more robust and consistent delivery of integrated learning experiences. This can enhance student preparedness for complex, real-world challenges that transcend traditional disciplinary boundaries.

Key insights

• STEM integration can be institutionalised through curriculum architecture rather than relying solely on individual teacher initiative.
• Informatics serves as a coordinating subject, linking science and humanities disciplines.
• Curriculum organisation involves a vertical progression of informatics from digital literacy to advanced project work across grades.
• A horizontal coordination mechanism facilitates shared learning task design and independent co-assessment by different subject teachers.
• The model was implemented and studied in a STEM-specialist secondary school setting.
• The study examines two key dimensions of curriculum organization: vertical progression and horizontal coordination.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1924286