SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) STUDENT ENGAGEMENT IN AFRICA: SCOPING REVIEW

Abstract

This scoping review aimed to systematically delinate the existing literature in the area of STEM student engagement by explaining the major conceptual frameworks, prominent factors, and effective interventions within the African milieu. A detailed search was made across multiple databases, leading to the identification of 264 articles, which were thoroughly assessed in line with predefined inclusion and exclusion criteria. Following a comprehensive⁠ multi-phase selection protocol suggested by Arksey and O’Malley (2005)⁠, 20 articles were considered relevant and included in the final synthesis⁠. The data were systematically organized into four major themes: general overview of the studies, conceptualization and measurement of STEM within the African context, significant challenges impeding STEM student engagement, and critical knowledge gaps within this field. This review identifies the literature’s academic strengths and weaknesses while highlighting the complex nature of STEM student engagement and offering a well-organized summary of⁠ the concept of the field. The results has important implications for educators, researchers⁠, and legislators who want to create STEM learning settings that are more inclusive and successful.