A Systematic Review of the Literature on STEM Education with GIS
DOI:
https://doi.org/10.51724/hjstemed.v5i1.46Keywords:
STEM education, Geographic Information Systems, GISAbstract
This systematic review examined the integration of Geographic Information Systems (GIS) in STEM education. 17 peer-reviewed studies (2005–2025) were included from Scopus, ERIC, IEEE Xplore, and Google Scholar. Five research questions examined methodology, outcomes, educational levels, participants, and intervention types. Mixed methods dominated (n=7), with no strictly experimental designs identified. Integrative STEM was the most frequent outcome (n=8), and most studies reported simultaneous cognitive and affective gains. Of the 17 studies, 13 were empirical (direct educational interventions with identifiable participants) and informed the subsequent analyses. Research was concentrated at the secondary level (n=8), with students as primary participants and no in-service teachers designated as a primary group. Multidisciplinary contexts (n=10), mixed-method interventions (n=8), and extended-duration programs (n=10) defined the pedagogical profile. A number of gaps were identified including the absence of primary school research and the marked geographic concentration of American studies. Lastly, the findings highlight the need for rigorous designs, teacher-focused inquiry, and international comparative research.
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