STEM–TVET integration for developing pre-service teachers’ professional competence: a systematic literature review

Serik Polatuly, Sherzod Jumadullaevich Ramankulov, Yerzhan Yedilbayev, Аli Choruh, Bayan Kuanbayeva

2026

Full text Open access: Gold Metadata (CSL-JSON)
DOI 10.3389/feduc.2026.1812251
Data confidence 70 medium
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Abstract

Introduction This study aims to provide a comprehensive synthesis of existing research on the integration of STEM education and Technical and Vocational Education and Training (STEM–TVET) in teacher education, with a particular focus on how such integration contributes to the development of pre-service teachers’ professional competence. The growing demand for interdisciplinary skills and digital readiness in modern educational systems highlights the need to examine effective approaches for preparing future educators within rapidly evolving technological environments. Methods The systematic review was conducted in accordance with PRISMA 2020 guidelines and was based on empirical studies published between 2015 and 2025 retrieved from the Scopus and Web of Science databases. The study selection process followed predefined inclusion and exclusion criteria guided by the PICOS framework. From an initial pool of identified records, 26 studies met the eligibility criteria and were included in the qualitative synthesis. The methodological quality of the included studies was assessed using the Mixed Methods Appraisal Tool (MMAT), and thematic analysis was employed to synthesize the findings. Results The findings provide an in-depth understanding of how STEM–TVET integration is implemented across teacher education contexts. The results indicate that integrated instructional approaches, including project-based learning, engineering design processes, and technology-enhanced environments, contribute to multiple dimensions of professional competence such as pedagogical knowledge, technological competence, digital literacy, problem-solving skills, and collaboration. The review also identifies key enabling factors, including institutional support and pedagogical self-efficacy, as well as barriers such as rigid curricula, limited resources, and technological constraints. Discussion This review not only maps current research trends but also highlights the importance of interdisciplinary and practice-oriented learning environments in fostering pre-service teachers’ professional competence. The findings suggest that STEM–TVET integration functions as a systemic process shaped by interactions between pedagogical design, technological mediation, and institutional conditions. To the best of our knowledge, this review provides an integrated perspective on competence development within teacher education and offers practical and theoretical insights for future research, policy development, and curriculum design.