Introduction 

STEM education is increasingly connected with major global challenges involving climate change, digital transformation, health, energy and sustainable development. To strengthen international cooperation in this area, UNESCO has established the International Institute for STEM Education (IISTEM) in Shanghai, China. 

The institute is a UNESCO Category I Institute dedicated to promoting inclusive, equitable and quality education in science, technology, engineering and mathematics from early childhood through adulthood. Its work includes research, policy support, capacity development, international cooperation and digital transformation. 

The initiative places inclusive STEM learning at the centre of its work, with particular attention to improving participation and access while supporting innovation in STEM education. 

A Global Institute for STEM Education 

The UNESCO International Institute for STEM Education is designed to operate as an international platform for research, knowledge exchange and capacity development. UNESCO describes the institute as a collaborative centre intended to support the development of STEM education globally. 

Its establishment reflects a broader recognition that STEM education needs cooperation across countries. Education systems face different challenges, but they also share concerns related to scientific literacy, digital technologies, teacher preparation and equitable access. 

Through international cooperation, education policymakers, researchers and practitioners can share approaches and develop strategies that are relevant to different contexts. 

Supporting Inclusive STEM Learning 

A central objective of IISTEM is to expand inclusive and equitable access to STEM education. The institute’s mission covers learners from early childhood to adulthood, recognising that STEM learning develops across different stages of education. 

Inclusive STEM learning means creating opportunities for learners with different backgrounds and circumstances to participate in science and technology education. 

This can involve improving access to learning resources, strengthening teacher capacity and developing education policies that respond to different learner needs. 

UNESCO also identifies the empowerment of girls and women in STEM as an area of priority for the institute. 

Strengthening STEM Research and Policy 

The institute is expected to contribute to STEM policy and research by supporting global standards, policy dialogue and collaborative research. Its planned functions include research and knowledge production alongside policy support and international cooperation. 

STEM policy and research can help education systems understand which approaches are effective in different contexts. It can also support the development of competency frameworks and strategies for improving STEM education. 

Research can examine how students learn science and mathematics, how teachers can be supported and how emerging technologies can be incorporated responsibly. 

This evidence-based approach can help move STEM education beyond isolated projects towards more systematic improvement. 

Developing Teacher Capacity 

Teachers play a central role in creating strong STEM learning environments. Even when schools have access to technology and laboratory resources, educators need appropriate knowledge and training to use them effectively. 

IISTEM identifies capacity development as one of its core functions. This includes strengthening the capabilities of decision-makers, institutions and educators. 

Teacher capacity can influence how students experience STEM subjects. Educators who have opportunities to develop their knowledge can introduce inquiry, experimentation and interdisciplinary learning more effectively. 

This makes teacher development an important part of inclusive STEM learning, particularly in education systems where resources and training opportunities vary. 

Exploring AI and Digital Transformation 

Artificial intelligence is changing how students learn and how teachers approach education. IISTEM has identified digital and AI transformation as an area of action, with an emphasis on human-centred technology. 

The institute aims to guide, validate and test technology and AI innovations that can support students’ STEM learning while maintaining a strong focus on critical thinking and creativity. 

This is significant because AI in STEM learning should not simply mean giving students access to automated tools. Students also need opportunities to question information, evaluate outputs and understand how technology affects decision-making. 

A human-centred approach can help keep educational goals at the centre of technological development. 

Encouraging Girls and Women in STEM 

Participation in STEM is influenced by access, expectations and social factors. UNESCO identifies girls’ and women’s education in STEM as a specific area of focus for the institute. 

Supporting girls in STEM education requires more than encouraging participation at a single stage. Learners need continued opportunities to study STEM subjects, interact with role models and see pathways into further education and careers. 

By including girls and women within its priorities, IISTEM can contribute to international efforts aimed at creating more equitable STEM education systems. 

This aligns with the wider goal of inclusive STEM learning, where participation is not restricted by gender or background. 

Building International STEM Partnerships 

IISTEM’s mission includes partnerships and international cooperation involving policymakers, researchers and practitioners. 

International partnerships can allow education systems to share research, resources and teaching approaches. They can also encourage collaboration on common challenges. 

For example, countries can exchange approaches to teacher development, STEM curriculum design, digital education and student participation. 

Such cooperation can be especially valuable for regions where education systems have fewer opportunities to access specialised STEM expertise. 

Giving Greater Attention to Underserved Regions 

UNESCO has identified Africa, Least Developed Countries and Small Island Developing States as priority areas for the institute, alongside initiatives supporting girls and women in STEM. 

This focus recognises that STEM opportunities are not distributed equally. Some communities face barriers involving infrastructure, teacher availability, learning resources and access to technology. 

International capacity-building can help address some of these challenges by connecting institutions with expertise and resources. 

For these communities, inclusive STEM learning can provide a pathway towards stronger scientific literacy and greater participation in technology-related education. 

Connecting STEM With Sustainable Development 

STEM education is closely connected with global challenges involving the environment, health, energy, food systems and digital transformation. UNESCO’s governing board has highlighted the role of STEM education in preparing young people to understand these challenges and contribute to sustainable development. 

This broader perspective encourages students to see STEM as more than preparation for technical employment. 

Scientific knowledge can help learners understand environmental changes, evaluate technologies and participate in informed decision-making. Engineering and technology can also contribute to solutions for local and global challenges. 

Looking Towards the Future of STEM Education 

The establishment of IISTEM creates a dedicated international platform for discussing the future of STEM education. Its work spans policy, research, teacher development, international cooperation and technology. 

The institute’s mission also reflects the changing nature of STEM itself. Students need scientific knowledge alongside creativity, critical thinking and the ability to work across disciplines. 

As artificial intelligence and other technologies become increasingly present in education, institutions such as IISTEM can help encourage approaches that combine innovation with responsible and equitable learning. 

Conclusion 

UNESCO’s International Institute for STEM Education is creating a global platform for strengthening inclusive STEM learning through research, policy dialogue, teacher capacity development and international cooperation. The institute’s priorities include improving access and quality, supporting girls and women in STEM and exploring human-centred applications of AI and digital technologies. 

Its work can help education systems respond to the changing demands of science and technology while keeping equity and educational quality at the centre. 

By connecting policymakers, researchers and educators, IISTEM can contribute to stronger global STEM education and encourage learning approaches that prepare students to understand and respond to future challenges. 

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