From STEM Literacy to Competence: Trends in STEM Education Using Scopus Data

Abstract

This systematic review employs a bibliometric approach to examine the evolution of STEM literacy research and the conceptual shift toward STEM competence. Based on an analysis of 175 peer-reviewed documents indexed in 83 journals, 70 conference proceedings, 13 books, and 9 book series in Scopus (2007 – June 2024), the study identifies publication trends, influential works, and the intellectual structure of the field using VOSviewer. The review analyzes the scale, trajectory, and geographical distribution of research, highlighting prominent scholars and thematic development. Since 2007, the field has shown substantial theoretical advancement along with increasing gender and regional diversity. Keyword co-occurrence (co-word) analysis identifies the foundational literature and nine keyword clusters, grouped into four overarching themes: the structure of STEM literacy, target populations, instructional approaches, and driving factors. Thematic clusters emphasize pedagogy and equity. While a bibliometric review confirms a persistent conceptual ambiguity and assessment gap in STEM education, this paper addresses this gap by proposing a novel, multi-dimensional framework for STEM competence. Grounded in international best practices and designed for practical classroom application, this framework provides the specific, observable behavioral indicators needed to align integrated curriculum goals with authentic assessment.