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ABSTRACT

This systematic review examines the integration of information and communication technologies (ICT) and digital tools into science, technology, engineering, and mathematics (STEM) education within secondary schools with a particular focus on gender-related outcomes and life skills development. The results come from 12 studies published between 2010 and 2023 and analyzed according to PRISMA guidelines. The findings indicate that digital tools, including block-based programming, game-based learning, STEM-specific applications, and robotics, can enhance engagement, critical thinking and creativity. While the pandemic increased the visibility and urgency of ICT adoption, the limited number of post-pandemic studies does not allow systematic temporal comparisons. Given the limited number of studies, especially post-pandemic, the results are indicative rather than conclusive. Although ICT-based environments show potential for supporting female students’ self-efficacy in STEM, the available evidence is limited and largely descriptive and therefore should be interpreted with caution. Digital tools contribute significantly to the development of problem-solving, self-regulation and interpersonal communication skills, which are essential for STEM skills and overall academic success. The review highlights the transformative potential of ICT in STEM education while emphasizing the need for future research to include larger, longitudinal studies, strategies for equitable access, and targeted teacher training to maximize effectiveness in diverse secondary school contexts.

Keywords: STEM, secondary education, ICT, digital tools, gender gap, life skills