Gap between traditional methods and STEM pedagogical challenges in the digital age

Abstract

Introduction. Currently, addressing STEM (Science, Technology, Engineering, and Mathematics) pedagogical challenges is one of the main concerns in education. Consolidating STEM competencies at the high school level is essential as it enables students to respond to the challenges of the 21st century, which are framed by the continuous advancement of technology and the demand for technical and analytical skills in all areas of society. Objective. To analyze the factors that cause a gap between traditional methods and STEM pedagogical challenges in the digital age in a private educational institution located in the city of Quito. Methodology. A quantitative, correlational, field-based, quasi-experimental, longitudinal study based on the analytical-synthetic method. A pretest and posttest were administered to a sample of 48 first-, second-, and third-year high school students. Results. The predominant methodology for addressing STEM pedagogical challenges is the lecture-based approach, which reflects a traditional teaching trend aligned with the persistence of one-way approaches that limit active student participation. Conclusion. The gap between traditional teaching methods and the challenges posed by a STEM pedagogical approach in the digital age stems from the persistence of teaching practices focused on lectures and the limited training of teachers in STEM areas and emerging technologies. This methodological gap limits the development of key competencies such as critical thinking, problem-solving, and collaborative work skills, which are essential in today's context. General Area of Study: Education. Specific area of study: High school education. Type of study: Original articles.