PEDAGOGICAL PREREQUISITES AND MODEL FOR TEACHING INFORMATICS THROUGH STEM APPROACHES BASED ON INTERNATIONAL PRACTICES

Abstract

Integrating computer science education with STEM approaches ensures interdisciplinary coherence and fosters the development of learners’ logical, algorithmic, and creative thinking skills. An analysis of international practices (USA, Finland, Korea, Japan, Singapore, China) confirms the effectiveness of this approach and highlights the relevance of adapting it to the educational system of Kazakhstan. The purpose of this study is to identify the pedagogical prerequisites for integrating computer science teaching with STEM approaches based on international experience, to develop an effective instructional model, and to empirically validate its effectiveness within the learning process.      The research employed a set of interconnected theoretical, empirical, and statistical methods. As a result, a pedagogical model for integrating computer science education with STEM approaches was developed. The model includes goal-oriented, content-based, technological, procedural, and outcome components aligned with the educational context of the Republic of Kazakhstan.          Experimental findings demonstrate that STEM-based instruction enhances students’ academic performance, digital literacy, engineering and algorithmic thinking, as well as creative activity. In the post-experimental phase, the average score of the control group was 3.41, whereas the experimental group achieved 4.43 (t(18) = 19.18, p = 0.0001), indicating a statistically significant difference. In conclusion, the study confirms the high effectiveness of integrating computer science education with STEM approaches in improving learners’ academic achievement, digital literacy, and engineering–algorithmic thinking.