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Item Open Access Сreating the integrative STEM lesson unit plan for 9th grade chemistry students(SDU University, 2025) Tazhimuratov S.STEM education-which encompassesscience, technology, engineering, and mathematics-is becoming a vital part of modern education as the demands of the 21st- century workforce evolve. In particular, there's a growing need to rethink how these subjects are taught to make them more engaging, hands-on, and directly tied to real-life situations. This project centers on the development of a dynamic chemistry unitspecifically designed for 9th-grade students. Rather than sticking to textbook-heavy instruction, the unit incorporates practical experiments, real-world connections, and collaborative group work to deepen students’ understanding of essential chemistry concepts. The goal is not only to improve academic outcomes but also to foster transferable skillssuch as critical thinking, creativity, teamwork, and problem-solving-skills that are increasingly valued in both higher education and future careers. The design ofthis unit alignswith national and international educationalstandards, ensuring that content remains rigorous while being accessible and relevant. A major focus is placed on connecting chemistry topics-like reactions, matter, and the periodic table-to everyday scenarios,such as cooking, environmental issues,or technology. This contextualized learning helps students see the point of what they're studying, which in turn can boost motivation and reduce disengagement often seen in traditional science classrooms. Additionally, the study examines how such an approach affects student outcomes, including academic achievement, engagement, and their attitudes towardSTEM as a whole. Preliminary observations suggest that students respond positively to lessons that are interactive and rooted in real life, showing increased participation and interest in the subject. Long-term, this model could serve as a framework for other educators aiming to bringSTEM subjects to life in a more student-centered and meaningful way.Item Open Access Identifying career aspirations of STEM Chemistry Teachers(SDU University, 2025) Zainy A.STEM is an integrated educational concept that combines the fields of Science (Science), Technology (Technology), Engineering (Engineering) and Mathematics (Mathematics). The term was first widely used in the 2000s in the United States for the purpose of reforming the education sector, and later became one of the areas of Education recognized at the global level. The STEM educational model differs from traditional subject teaching in that it organizes the educational process in a complex, interdisciplinary way, that is, it is based on teaching, combining several disciplines in solving real-life problems. Its significance lies not only in preparing individuals for specialized careers but also in cultivating a broader set of skills essential for navigating the challenges of the modern world.There are several reasons why STEM education is important. First, it prepares students for careers in STEM-related fields, which are growing rapidly and offer good job prospects. Second, it helps students develop skills that are valuable in all fields of work, such as creativity, innovation, and adaptability. Third, it promotes scientific literacy and understanding of important scientific issues. Despite its many benefits, STEM education faces several challenges. One challenge is the lack of qualified STEM teachers.Item Open Access Problems of implementing STEM education in mathematics (grades 10–11, Algebra and the Fundamentals of Analysis)(SDU University, 2025) Aralbay N.This dissertation work examines the theoretical and practical issues of implementing the STEM education system in the subject “Algebra and Analysis Beginnings” for grades 10–11. STEM approaches not only increase students’ interest in the subject, but also allow them to connect their mathematical knowledge with reallife situations. During the study, three STEM projects based on methods such as PBL (project-based learning), the 5E model, and engineering design were developed and a practical experiment was conducted. The experimental results showed that STEM methods increase students’ scientific thinking, independent decision-making ability, and motivation to conduct research. In addition, the difficulties encountered during the study, such as the level of teacher training, resource constraints, and integration into the curriculum, were analyzed, and methodological recommendations were made. The work provides a scientific and practical basis for the effective use of STEM education in secondary school mathematics.