Much discussion has been surrounding generative AI language models, such as ChatGPT, and the advantages and threats they present to education. As an AI language model, ChatGPT has the potential to ...

In early childhood education, the integration of science, technology, engineering, arts, and mathematics (STEAM) are advocated as contemporary educational goals. However, integration of STEAM is not defined in the early childhood context. We claim to ‘integrate’ and ‘devise integration pedagogies’, but there is still no clear-cut message on what integration means and how to do it. This paper presents an integrative literature review to conceptualize the integration of STEAM practices in early childhood education. The review highlighted key factors and challenges relating to STEAM integration. The paper concludes with the development of the integrating and navigating STEAM (inSTEAM) conceptual framework derived from the concepts, empirical research, and theories explored in the integrative review of the 17 articles.

Recent decades have seen a marked growth in the quantity and range of literature reviews published on various aspects of environmental and sustainability education (ESE). However, critical assessment of these reviews suggests common challenges for authors and readers, the core of which concern distinct but related aspects of naming, assessing, and applying literature review methods. In some cases, these concerns can be traced back to matters of ‘category mistake’. Such mistakes may arise through a failure to recognise or demonstrate sufficient understanding of the differences between and suitability of literature review options, such as systematic vs. scoping reviews. In response, we contrast some of the key considerations for designing and conducting both review methods. We also draw on various protocols, checklists, and examples of reviews from the field to help readers and authors combat the likelihood of repeating a category mistake. In sum, we suggest such considerations are particularly helpful for checking when research objectives and methodological frameworks are not correctly aligned with their elected literature synthesis approach, while they may also help enhance the transparency and rigour of literature reviews and help further establish their suitability and/or usability in the field of ESE. Graphical Abstract

Interdisciplinary thinking is essential to understanding and solving real-life problems and requires multiple disciplinary viewpoints. Research into STEM education highlights that it promotes an interdisciplinary learning process integrating science, mathematics, engineering, and mathematics knowledge and skills. However, STEM definitions are varied, and implementation recommendations are scant, resulting in diversity in the development and implementation of the learning process. This study critically analyses the literature to determine the fundamental concepts of STEM education and STEM discipline integration. Our analysis discovers six key components of STEM education, encompassing the integration of discipline, utilization of multiple representations, engagement with realistic and relevant problems, application of the engineering design process, encouragement of active collaboration, and emphasis on student-centered learning approaches. Then, we transform these key components to a practical learning process. The STEM-DTaM (STEM with Design Thinking and Makerspace) learning model consists of seven steps. We then unfold how this proposed learning could facilitate interdisciplinary thinking construction.

This paper examines the history of the International Research in Geographical and Environmental Education (IRGEE) journal in terms of its sustainable future. The development of geographical and environmental education is evaluated, as reflected from the papers published in the journal “ IRGEE”. A content analysis of all papers and forum sections which have appeared in the journal since Volume 1 Number 1 was published in 1992 has been conducted, examining the content of as many as 526 papers. The method was a content analysis and revealed themes which have experienced an increasing or declining interest over the 18 years of publication of IRGEE (1992–2009), whilst other themes have remained current during this period. The main findings of this analysis are (a) the total number of papers has increased more than threefold, (b) papers related to geographical education (sensu stricto) outweighed those related to environmental education, (c) the themes “syllabi, textbooks, curricula” and “values, attitudes” attract the attention of researchers with increasing strength and (d) emerging subjects, such as geographic information systems (GIS) and sustainability, have appeared dynamically in the last years.