THE EVOLUTION OF STEM EDUCATION IN THE UNITED STATES: AN ANALYSIS OF THE INSTITUTIONAL DISTRIBUTION OF EDUCATIONAL PROGRAMS AND UNIVERSITY RANKINGS
DOI:
https://doi.org/10.34142/23128046.2026.60.02Keywords:
STEM education, STEM program, higher education, university, educational programs, Classification of Instructional Programs, United States of America, UkraineAbstract
The article provides a comprehensive analysis of the development of STEM education in the United States of America in a historical perspective (1940–2026) using pedagogical, institutional, and quantitative approaches. The study is aimed at identifying patterns in the formation and expansion of STEM educational programs at leading US universities, as well as determining their role in the formation of an innovative educational ecosystem.
The methodological basis of the study is a combination of historical-pedagogical, comparative, statistical, and bibliometric methods. Particular attention is paid to the use of the Classification of Instructional Programs system USA as a tool for standardized classification of educational programs, which allows for their quantitative and structural analysis. The results of ranking US universities by the number of implemented STEM programs as of 2026, taking into account specialty codes (CIP) presented. It was established that the leading positions are occupied by both elite research universities and large state higher education institutions, which provide mass training of specialists in the fields of science, technology, engineering and mathematics.
Reviewed the graph of the evolution of STEM programs in the USA, the main stages of their development were determined: from the initial formation in the middle of the 20th century to intensive growth in the 21st century, caused by digitalization, the development of artificial intelligence and interdisciplinary research. It is proved that the number of STEM programs is an important indicator of the development of the educational environment, reflects the level of innovation of universities and their ability to adapt to the needs of the labor market.
From a pedagogical and scientific point of view, it is substantiated that modern STEM education is transforming into an interdisciplinary system focused on the formation of 21st century competencies of educators and learners, critical thinking and innovative potential of education seekers. The combination of tabular and graphical analysis allowed us to form a holistic picture of the structural and dynamic characteristics of the development of STEM education in the USA.
The results of the study can be used to improve educational policy Ukraine, develop new curricula, as well as conduct comparative research and adapt best practices of STEM education in an international context.
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