Building a Sustainable Tomorrow: STEM Teaching and the Pursuit of Educational Sustainable Development Goals

Abstract

This study investigates the extent to which STEM-based teaching contributes to achieving the United Nations’ Sustainable Development Goals (SDGs) in education, as perceived by educators in Saudi Arabia. A sample of 173 educators, including teachers and supervisors trained in STEM methodologies, participated in a mixed-methods study employing a validated Likert-scale questionnaire. Statistical analysis (t-test, p < 0.001) revealed that STEM-based instruction holds significant potential for advancing SDGs, with notable variations across goals. Goal 4 (Quality Education) ranked highest, aligning with STEM’s emphasis on critical thinking, equitable access, and teacher development. Conversely, Goal 2 (Zero Hunger) scored lowest, reflecting STEM’s stronger focus on technical over socioeconomic challenges. Gender and role-based disparities emerged: female educators perceived STEM’s impact on Goal 5 (Gender Equality) more positively than male supervisors, while males expressed greater confidence in STEM’s relevance to Goal 1 (No Poverty). These differences highlight the influence of gender dynamics and professional roles on SDG prioritization. The study recommends adopting STEM as a core strategy for SDG-aligned education, particularly for environmental, technical, and economic goals (Goals 6, 7, 9). However, to address social and humanitarian targets (Goals 1, 2, 5), transitioning to an interdisciplinary STREAMS framework—integrating Reading, Arts, and Social Studies—is proposed. This approach bridges STEM’s technical rigor with sociocultural context, fostering holistic problem-solving. Findings underscore the need for gender-inclusive policies, educator training in SDG integration, and curricular reforms to align Saudi Arabia’s Vision 2030 with global sustainability agendas. Further research is urged to explore STREAMS’ efficacy and longitudinal impacts of STEM on SDG achievement.