STEM education has been extensively recognized by the Chinese government and the public nationally. However, there is no consistent terminology for naming STEM education in China, which leads to confusion about the use of STEM label in practice. Meanwhile, STEM-related evaluation has not received sufficient consideration by the Chinese government except for the Ministry of Education. In addition, macro-regulation and policy support at the national level in STEM education are limited, especially for vulnerable groups, contrasting with the United States. In order to fully release the enormous potential in developing science and technology, four approaches to reforming China’s STEM-related actions are discussed: (1) China should develop a consensus terminology based on national conditions as well as international communication. (2) China’s K-12 education should move forward along with four levels of STEM education and gradually reach the corresponding thinking degrees. (3) A multi-party collaborative service mechanism should be established. (4) It is critical to establish a school culture and environment that supports the integrated implementation of STEM-related education, including targeted instruction and training for vulnerable populations. In the future, a systematic top-level design is expected to promote the development of Chinese STEM education.
- Baichang Zhong
- Xiaofan Liu
- Fulai Wang
