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Sustainable STEM Education in Arab Countries: Features and Challenges

Author

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  • Rania Bou Saad

    (Engineering, Technology and Technology Education Program, Universitat Politècnica de Catalunya—Barcelona Tech (UPC), Campus Nord, Jordi Girona Street, 08034 Barcelona, Spain)

  • Ariadna Llorens Garcia

    (Management Department, Universitat Politècnica de Catalunya—Barcelona Tech (UPC), EPSEVG, Av. Víctor Balaguer, 1, 08800 Vilanova i la Geltrú, Spain)

  • Jose M. Cabre Garcia

    (Management Department, Universitat Politècnica de Catalunya—Barcelona Tech (UPC), Jordi Girona Street, 1, 3, Building C5-003, 08034 Barcelona, Spain)

Abstract

This paper investigates how sustainable STEM education is being shaped within the pre-university systems of the 22 Arab countries. By categorizing these systems into four groups based on the Global Knowledge Index and two analytical tracks, this study examines in detail the factors that enable—or hinder—the development of long-term, sustainability-oriented competencies in science, technology, engineering, and mathematics. Beyond pedagogical dimensions, this study emphasizes STEM education as a strategic tool for achieving national sustainable development goals (SDGs), promoting workforce readiness, and informing education policy reform. The analysis highlights the policy efforts, systemic limitations, and the need for localized strategies to integrate sustainability into the STEM curricula and teacher training. It is structured in six sections: (1) an introduction to STEM and sustainability concepts, the Global Knowledge Index, and the Arab-region education landscape; (2) research questions, methodology, and data sources; (3) analysis of Groups 1 and 2, assessing their experiences in implementing sustainability-driven STEM initiatives; (4) analysis of Groups 3 and 4, evaluating their readiness for adopting sustainable STEM programs; (5) discussion of findings in light of sustainability policy frameworks; and (6) a concluding overview with actionable recommendations to align national education systems with global sustainability goals.

Suggested Citation

  • Rania Bou Saad & Ariadna Llorens Garcia & Jose M. Cabre Garcia, 2025. "Sustainable STEM Education in Arab Countries: Features and Challenges," Sustainability, MDPI, vol. 17(14), pages 1-21, July.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:14:p:6503-:d:1702756
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    References listed on IDEAS

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    1. Abdel Latif Sellami & Abdulla Al-Ali & Amani Allouh & Saleh Alhazbi, 2023. "Student Attitudes and Interests in STEM in Qatar through the Lens of the Social Cognitive Theory," Sustainability, MDPI, vol. 15(9), pages 1-16, May.
    2. Sara Hamad & Hassan Tairab & Yousef Wardat & Lutfieh Rabbani & Khaleel AlArabi & Mohammed Yousif & Ahmad Abu-Al-Aish & George Stoica, 2022. "Understanding Science Teachers’ Implementations of Integrated STEM: Teacher Perceptions and Practice," Sustainability, MDPI, vol. 14(6), pages 1-19, March.
    3. Ahlam A. Sharif & Angela Lee & Alaa S. Alshdiefat & Muhammad Q. Rana & Noor-Alhuda Abu Ghunmi, 2024. "Sustainable Gender Equality: A Comparative Perspective on STEM Education and Employment in Jordan," Sustainability, MDPI, vol. 16(6), pages 1-19, March.
    4. Abdellatif Sellami & Malavika E. Santhosh & Nitha Siby & Jolly Bhadra & Zubair Ahmad, 2023. "High School Students’ Perceptions of the Role of Social Support in Cultivating Their Interests in and Aspirations to STEM Degrees and Careers—A Middle Eastern Case Study," Sustainability, MDPI, vol. 15(17), pages 1-17, August.
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