educational environment of STEM-oriented learning
teacher’s activity
popularization of STEM
interaction structure
model of operation

How to Cite

V. V. Osadchyi, N. V. Valko, and N. O. Kushnir, “DESIGN OF THE EDUCATIONAL ENVIRONMENT FOR STEM-ORIENTED LEARNING”, ITLT, vol. 75, no. 1, pp. 316–330, Feb. 2020, doi: 10.33407/itlt.v75i1.3213.


The article examines the impact of market requirements on the educational system, technological development of society and changes in the economic development of the country. The main directions of changes in European educational policy and their formalization in the framework of competences have been reviewed. The considered practices of organizing educational space in Ukraine and other countries allowed determining the structure of the interaction of participants in the educational environment of STEM-oriented training: administrative and managerial component, cooperation between education and business structures, scientific and methodological support, technological factor, popularization and human factor. The article gives a definition of the educational environment of STEM-oriented learning. According to each of the points of this structure, the peculiarities of their implementation in Ukraine have been presented: steps to implementation at legislative level have been taken, a list of measures aimed at popularizing and supporting STEM-education has been developed, a way of the dissemination of these ideas has been outlined and the list of already existing developments and implementation practices has been made. The conditions required for the development of educational STEM-environment have been defined. The article presents the model of the educational environment of STEM-oriented learning developed at the STEM-school of Kherson State University. The description of the project activity of the teacher and students in the context of the creation of educational environment of STEM-oriented learning is given. Also, the article offers examples of interdisciplinary projects. Their implementation requires that the teacher have a good theoretical foundation in mathematics, physics, technology and programming.



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