Reconsidering STEM education in Europe

A young Indian woman, who is wearing protective eyewear, smiles as she enjoys her engineering class with her peers - they are all wearing blue coveralls.
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Dr Okan Tansu, Dean of the Faculty of Creative Industries at the Berlin School of Business and Innovation, urges us to rethink STEM education to develop ideas and secure a promising digital future for Europe’s prosperity

Europe is at the edge of changes and challenges in technology and economy like never before. This situation refers to a serious evaluation of STEM (science, technology, engineering and mathematics) education. It is undeniable that the ongoing shortage of professionals trained in STEM fields is now a matter affecting Europe’s ability to compete, stay strong and maintain harmony in the new ecosystem of global competition, not only in education but in all related topics. There is no need to mention the challenges in the job market.

To revolutionise the delivery of STEM education, it is evident that a partnership between businesses, educators and policymakers is required. This collaborative effort is essential as these stakeholders have traditionally operated in a way that results in strategies that are not aligned with the changing needs of the workforce. (Freeman, 2024) The transition from consultation to true co-creation , co-production, and shared accountability represents a necessary step to end this cycle.

European Union STEM priorities

As a first step, the European Union (EU) bodies should establish formal STEM structured gatherings for this collaborative framework. The main objective of this method would be to provide opportunities for various groups of people, including different age ranges and diverse communities, to participate in policy development.

Mentioning the job market leads us to another challenge, which is the shortage of STEM professionals. This creates a significant problem that institutions can’t resolve independently. On top of that, students need to work with industry partners to achieve successful alignment between classroom learning and industry requirements. On the other side, business entities must function as essential allies to students by helping develop curriculum content and offering mentorship opportunities through apprenticeships, exchange programmes, and internships. (Smith and White 2024)

Schools at all levels nowadays need to utilise adaptable teaching approaches while incorporating technology to enhance learning experiences. Virtual labs and interdisciplinary programmes that combine STEM with the arts (STEAM), along with AI-powered platforms, have shown potential in boosting student involvement and fostering creativity, according to studies by Escudeiro et al. (2024) and the STEM Coalition (2025).

Another duty of the European Commission is to make sure that each Member State’s STEM education strategies align with the objectives of the EU. Programmes like Horizon Europe and the Digital Education Action Plan show this commitment by providing support and strategic guidance. (European Commission) However, the real advantage can flourish from encouraging change and developing cross-border certification programmes, as well as creating innovation spaces where countries can test and expand successful approaches.

On their part, member countries need to engage with the European Commission to make the most of STEM education improvements tailored to their needs, as suggested by many studies. On the other hand, a research finding by Perez Felkner shows that EU funds for development and research grants are not fully utilised. Although significant efforts were made to build skills for mobility programmes, the output was not satisfactory. (Perez Felkner et al. 2025)

The implementation of these opportunities requires establishing specific teams within national labs and education ministries to lead the approach. Educational institutions at every level need to establish partnerships with corporations to function as expertise centres and workforce development centres , which will simplify the processes of hiring, internships , and practical training. The lack of these initiatives will create difficulties for alumni to find employment. (source: Papastamou 2023)

Looking ahead at STEM education

To sum up, only this multilateral effort can guarantee that STEM education plays a role which can promote equality, digital independence and environmentally friendly progress and prevent Digicrimination. (Tansu 2018)

The field of STEM education also needs to be evaluated and adapted to match the rapid pace of technological advancement. Moving away from fixed content and outdated evaluation methods is essential for multiple reasons. The educational system requires ongoing improvement through data-driven strategies, that monitor student advancement and assess curriculum relevance and teacher readiness while matching industry requirements. (De Witte et al. 2023)

This process requires both flexibility and adaptability as essential elements. The integration of high-tech tools, software, and platforms is mandatory for all levels of education. It must be supported with the integration of AI-powered learning tools, including digital twins, immersive technologies, education in the Metaverse, VR hardware, and so on.

Another step is to ensure non-discriminatory access for cultivating a powerful and competitive STEM workforce. For example, empowering women to take charge in driving advancements via mentorship initiatives and industry collaborations can reshape the workforce dynamics and contribute a lot to effectiveness. (George 2024) The planning process frequently disregards enterprises despite their essential role in delivering practical learning experiences and developing entrepreneurial thinking for students. (Pedron 2022)

A collaborative approach to reshape STEM education

Europe needs to establish a collaborative approach to reshape STEM education that will embrace innovation for the digital future. Stakeholders must address skills shortages and equip students for challenges by eliminating barriers and incorporating technologies while maintaining cohesive strategies across local and EU levels. This initiative signifies a collective commitment to strengthening Europe’s global standing in science and technology, extending beyond a simple reform and restructuring of the education system.

Finally, to be successful in reshaping STEM education, in the short and long term, Europe needs firm determination in decision-making, adaptability in education policy, a swift response to the new global education ecosystem, smart integration of the newest edtech into the system, and investment in the mindset shift. For all these tasks, the EU needs an agile unit to coordinate and ensure a healthy and stable communication between all the stakeholders.

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