STEM education is an irreplaceable movement of educational systems across the globe in the 21st century. Both Pre-K, K-12, and higher education institutions consider STEM as an innovative approach to integrate and reform the teaching and learning processes. The purpose of this paper is to examine the development of studies on STEM in the Early Childhood Education context from 1992 to 2022. We investigated a dataset of 308 scholarly works from the Clarivate Web of Science database and figured a diversified collection of research focuses on topics such as children’s readiness, outcomes, teachers’ competency in designing and implementing STEM activities, and the role of computational thinking and robotics. The findings of this paper revealed the dominant contribution of researchers from the USA regarding research quantity and impact, as well as their collaborations with researchers from Western countries. In addition, we also figured out the top influencing authors, documents, and journals as a suggestion for scholars who are new to this topic. However, we would like to note that our findings depended on the quality of the imported database from the WoS system, which covers top-tier journals only.

The rapid advancement of science, engineering, and technology, driven by the Fourth Industrial Revolution, has heightened the demand for a highly skilled workforce in science, technology, engineering, and mathematics (STEM) fields. Integrated STEM education has emerged as a key driver of educational innovation in Vietnam, spanning both general and higher education. The competence of university lecturers in delivering integrated STEM education, a newly recognized pedagogical and professional skill set, is crucial to the success of STEM education at the tertiary level. As with general pedagogical competence, the development of an integrated STEM education competence framework is essential for enhancing this capability among university lecturers. However, there remains a lack of theoretical foundation and best practices tailored to the Vietnamese higher education context. This study aims to develop a framework for integrated STEM education competence specifically for university lecturers through document analysis and survey research. Multivariate statistical techniques, including exploratory factor analysis (EFA), Cronbach’s alpha, and Pearson correlation, were applied to analyze data collected from 205 lecturers across nine public universities in Vietnam. The integrated STEM education competence framework for Vietnamese university lecturers consists of three component competencies and 23 items: designing and implementing integrated STEM education (15 items), assessing integrated STEM learning outcomes (4 items), and demonstrating positive attitudes toward integrated STEM education (4 items). The framework was found to be both reliable and valid, with strong positive correlations among the three component competencies. This study also outlines limitations and provides recommendations for future research.

This systematic review synthesizes research on the application of Augmented Reality (AR) technology in K–12 special education to evaluate its impact on learning outcomes and identify implementation trends, benefits, and challenges. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines, a search of the Scopus, IEEE, Web of Science, and ProQuest databases on 20 March 2024 for English-language peer-reviewed articles published between 2010 and 2024 yielded 16 studies that met the inclusion criteria. The analysis of these studies reveals a growing research interest, particularly after 2019, with a concentration of research in developing nations like Indonesia and Malaysia. The findings consistently show that AR technology interventions, predominantly targeting students with learning disabilities and autism spectrum disorder (ASD) through 3D objects and game-based applications, positively impact academic achievement, motivation, and skill development. Despite these promising outcomes, this review concludes that a significant gap remains between the technology's potential and its current practice, hindered by challenges such as high costs, technical complexity, and a narrow research focus. Therefore, future work should prioritize developing cost-effective, user-friendly AR technology and expanding research to include a wider range of disabilities and educational contexts to ensure equitable and effective access for all students. 

This bibliometric analysis examines global trends and scholarly discussions on learning poverty, with a focus on numeracy and literacy skills among young learners over the past decade (2015-2023). All data is retrieved from the Scopus database, and quantitative methods were employed to evaluate the impact and influence of literature in this area. In conducting the bibliometric analysis, the study utilised Microsoft Excel for descriptive statistics, Harzing’s Publish or Perish for citation metrics, and VOSviewer to visualize networks related to the co-occurrence of keywords and co-word analysis. The analysis findings indicate a substantial increase in research output on learning poverty, particularly after 2020, driven by the educational disruptions caused by the COVID-19 pandemic. The key themes identified in the literature include the expansion of educational inequalities, the impact of the digital divide, and the role of educational technologies in addressing learning losses. Co-occurrence and co-word analyses reveal a strong focus on COVID-19, educational inequality, and the integration of advanced learning technologies in recent research. These findings underscore the critical importance of targeted interventions and equity-focused policies to combat learning poverty. The analysis also emphasizes the importance of ensuring that all children, regardless of their socioeconomic background, acquire essential literacy and numeracy skills. Furthermore, the study emphasises the need for resilient and adaptable educational systems to better prepare for future challenges, particularly in the face of global crises such as pandemics. Essentially, the conclusions discuss the sustained efforts to address educational disparities and promote equitable learning opportunities for all.

Home economics education connects multidisciplinary knowledge and is crucial in addressing the challenges of changing society at the individual and family levels. For quality home economics education, pupils need to acquire knowledge and skills based on the fundamentals of home economics literacy, content, and goals defined in the curriculum for this subject. Our research aimed to establish the needs and perspectives of teachers, pupils, and parents regarding the importance and utility of home economics education. Areas of home economics to be included in the subject’s curriculum were identified, based on the perceived needs of pupils, parents, and teachers. The Delphi methodological approach was used. The first round of the Delphi study involved 30 teachers, 34 9th-grade pupils, and 34 parents of 9th-grade pupils, and its second round involved 16 teachers, 33 9th-grade pupils, and 29 parents of 9th-grade pupils. Survey results showed that by the end of elementary school, pupils in their home economics classes had acquired knowledge and skills in the economic and financial area, as well as in environmental and consumption, textiles, nutrition, health and well-being, social skills, and family and home. Although individual groups of respondents differed in the perceived importance of particular home economics areas, the respondents considered it important that pupils acquire home economics knowledge and skills in all identified areas. The Delphi research method proved to be an adequate method to identify the areas of home economics education that are important for a quality of life in modern society and need to be included in the home economics curriculum.