Investigating the pillars of STEM literacy in the Lebanese National Science, Technology, and Mathematics Curricula

Abstract

This study aims to investigate the pillars of STEM literacy in the Lebanese intermediate Science, Technology, and Mathematics Curricula. The National Life and Earth Science, Chemistry, Physics, Technology, and Mathematics Curricula for grades 7, 8, and 9 in the Lebanese education system were examined. Using content analysis, the researcher coded the curricula and calculated the percentage distribution of the pillars of STEM Literacy. The results show a lack of balance in the distribution of the Pillars of STEM literacy in the Lebanese Science, Mathematics, and Technology curricula at the intermediate level. The lack of balance in the curricula results in a lack of preparation of STEM-literate citizens, and the Lebanese curricula might benefit from a more balanced approach to STEM education.