Abstract
The article is devoted to the topical issue of forming a new direction of innovative STEM education. The purpose of the study is to analyze the essence and content of STEM education, identify the main problems and contradictions, and identify the main approaches to its development. To solve the tasks set, a set of theoretical methods corresponding to the subject of research and the goal was used. The theoretical and methodological basis of the study was system competencies and personal and activity approaches. A number of important problems and contradictions in the implementation of STEM education are identified, for example, the traditional education system does not fully meet the requirements and requirements of training and training of the workforce of the XXI century; difficulties in teaching subjects using the STEM method; low level of academic performance in subjects of physical and mathematical profile, as well as lack of ability to solve specific subjects. The article emphasizes the complexity and versatility of STEM education, as a result of which a wide variety of programs are being developed by type, direction and level of complexity to solve problems related to the lack of STEM literacy. A brief description of the main approaches to the development of these programs was given, and the main factors of reforming education in the STEM direction were identified. All the leading countries of the world were noted.