Introduction 

International academic competitions can give young learners opportunities to test their knowledge, encounter different approaches to problem-solving and interact with students from other education systems. Are you waiting to hear about the International Mathematics and Science Olympiad 2026? Indonesia hosted the 23rd International Mathematics and Science Olympiad (IMSO-23) from 2 to 7 October 2026, bringing together 404 students from 23 countries. 

The event was organised by Indonesia’s Ministry of Primary and Secondary Education through its Directorate of Elementary Schools, in collaboration with the Mathematics and Natural Sciences Education Clinic and the Council for Primary, Secondary, and Non-Formal Education of the Muhammadiyah Central Leadership. The opening ceremony took place in Depok, West Java, on 3 October.  

The olympiad aims to develop mathematics and science talent among elementary-level students while giving them experience in an international competition. Its programme combined academic assessments with exploration, experimentation, STEM presentations and cultural activities. > 

An International Platform for Young Science and Mathematics Learners 

IMSO-23 brought together participants from 23 countries for a shared academic experience. The event’s theme, “Where Young Minds Meet, Discover, Compete, and Inspire!”, emphasised not only competition but also interaction and the exchange of experiences among students.  

For young learners, an international olympiad can provide a different setting in which to apply subject knowledge. Students encounter challenging questions, work within defined assessment conditions and compare their performance with that of peers from other countries. 

The value of such events extends beyond medals or rankings. Preparing for a competition can encourage students to explore concepts in greater depth, practise logical reasoning and become more comfortable with unfamiliar problems. Meeting participants from different backgrounds can also provide insight into how students elsewhere approach learning. 

These opportunities do not replace everyday classroom instruction. Instead, competitions can complement school education by giving students additional ways to explore mathematics and science and test their understanding. 

Mathematics, Science and Experimental Challenges 

The main IMSO-23 competition included three categories: Theory I, Theory II, and Exploration and Experimentation. The official programme scheduled the main competition for 4 and 5 October 2026.  

The theory categories place emphasis on subject knowledge and the application of concepts to questions. The exploration and experimentation component adds a practical dimension to the event, connecting academic learning with investigation. 

Experimental tasks are particularly relevant to STEM education because they can require learners to observe carefully, follow a process, record results and draw conclusions from evidence. Students may need to interpret a problem before deciding how to approach it. They also need to distinguish what the results show from what they initially expected. 

The ministry’s announcement confirms the competition categories but does not publish a complete set of questions or detailed descriptions of each task. It is therefore more accurate to view exploration and experimentation as a formal part of the programme without assuming that every participant completed the same specific experiment. 

A combination of theoretical and experimental activities can encourage students to recognise the relationship between scientific principles and their application. It can also help educators value different aspects of learning, including conceptual understanding, analytical reasoning and investigation. 

Indonesia’s Participation in IMSO-23 

Indonesia fielded 63 participants in the 2026 olympiad, including 32 students in mathematics and 31 in science. According to the ministry, the students were selected through two main routes: medal winners from the National Science Olympiad and an independent selection process conducted by the Mathematics and Natural Sciences Education Clinic in three stages.  

The selected students participated in a preparation programme from 25 to 30 September 2026. The ministry reported that the preparation focused on logical reasoning and problem-solving in mathematics and science, as well as students’ character and morals.  

This preparation illustrates the work that can take place before an international academic competition. Students may need to revisit core concepts, practise unfamiliar questions and become familiar with the demands of competition conditions. 

A structured selection process can also help organisers identify learners who are ready for the event. At the same time, school-level science activities remain important for students who do not enter national or international competitions, since they provide opportunities to develop similar skills through regular learning. 

Building Scientific Reasoning Through Competition 

Scientific reasoning involves asking questions, identifying relevant information and using evidence to support conclusions. Mathematics requires related habits, including logical thinking, identifying patterns and selecting appropriate methods to solve problems. 

IMSO-23 provides a setting in which participating students can apply these skills to academic tasks. The inclusion of theoretical and experimental categories gives the event a broader focus than subject recall alone.  

Competitions can encourage learners to work independently and remain focused when a problem is unfamiliar. Students may need to reconsider an initial approach, check their calculations or recognise that a question requires a different method from the one they first considered. 

Teachers can use these principles in ordinary classroom instruction. Rather than asking only for a final answer, they can ask students to explain their method, justify their conclusions and compare different approaches to the same problem. Such activities can help learners understand how they arrived at an answer and identify where their reasoning needs improvement. 

However, competition performance should not be treated as the only indicator of a student’s ability. A broader approach to STEM education also values curiosity, practical investigation, teamwork and the willingness to learn from mistakes. 

STEM Presentations and Cultural Exchange 

Alongside the academic competition, IMSO-23 included STEM presentations and cultural activities. The official programme listed traditional Indonesian games, a Cultural Night and a city tour to Taman Mini Indonesia Indah among the planned activities.  

STEM presentations can provide students with opportunities to communicate scientific ideas to others. Explaining a concept requires learners to organise information, select relevant details and make their reasoning understandable. These communication skills are useful in classrooms, research settings and future scientific careers. 

Cultural activities create another dimension to an international gathering. Participants can learn about their host country and interact with peers outside formal assessment sessions. The ministry described the olympiad as an opportunity to share experiences, build connections and encourage a sense of togetherness among young people from different countries.  

Such exchanges can help students see science and mathematics as subjects studied across national and cultural boundaries. They also show that academic achievement can be accompanied by communication, mutual respect and shared learning. 

Indonesia’s History With the Olympiad 

IMSO was first conceived and held in Indonesia in 2004. The ministry’s announcement notes that Indonesia has hosted the event several times since then, including in Mataram, Yogyakarta, Denpasar and Tangerang. The competition was also held online from 2020 to 2023. Following IMSO-22 in Kedah, Malaysia, in 2025, the 2026 edition returned to Indonesia.  

The return of the event to its country of origin gave the 23rd edition a particular historical significance. It also provided Indonesia with an opportunity to host students, delegates and education representatives from participating countries. 

Hosting an international olympiad requires coordination among organisers, educators and participating teams. Beyond the competition itself, the event can create opportunities for educational networks and exchanges that extend beyond the scheduled activities. The ministry expressed the hope that IMSO would continue to contribute to the development of young people’s mathematics and science abilities.  

What IMSO-23 Means for International STEM Education 

The 2026 olympiad demonstrates one way of encouraging advanced engagement with mathematics and science among elementary-level learners. Its international participation, theoretical assessments and experimental category bring together academic challenge and opportunities for interaction. 

The event’s broader value depends on how students use the experience after the competition. Learners can reflect on unfamiliar questions, identify areas for further study and share approaches with classmates. Teachers can use the general principles behind olympiad tasks to create classroom activities that reward reasoning and careful investigation. 

Schools do not need to host international competitions to provide these opportunities. Problem-solving sessions, simple experiments, science presentations and mathematics investigations can help students develop related skills at an appropriate level. The key is to create opportunities for students to explain their thinking, examine evidence and learn from different approaches. 

Conclusion 

Indonesia hosted IMSO-23 from 2 to 7 October 2026, bringing together 404 students from 23 countries for mathematics, science and experimental challenges. The programme also included STEM presentations and cultural activities intended to support exchange among young participants.  

The olympiad offers an example of how international academic events can complement school-based STEM education. By combining theoretical problem-solving with exploration and experimentation, such programmes can encourage students to apply their knowledge in new settings. Their educational value lies not only in competition results but also in the curiosity, reasoning and communication skills that students can continue developing afterwards. 

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