Fostering Sustainability Through Integrated STEM Education

Abstract

This literature review synthesises the philosophical and conceptual foundations, international practices, and contextual relevance of promoting sustainability through STEM education in Ghana and Africa. It argues that addressing complex socio-environmental challenges such as climate change, resource scarcity, and social inequality requires integrating sustainability principles into STEM education. The review highlights constructivism, inquiry-based learning, design thinking, and systems thinking as key pedagogical approaches that support active, contextualised, and interdisciplinary problem-solving. Evidence from international case studies demonstrates the effectiveness of Phenomenon-Based Learning, Project-Based Learning, and Maker Education in developing sustainability competencies. In Africa, sustainability demands are intensified by limited resources, inadequate teacher capacity, and gender imbalances in STEM, requiring coordinated policy action, curriculum reform, sustained investment, and continuous teacher professional development