Abstract
This study examines how digitalization of STEM education can enhance the continuity between schools and pedagogical universities in mathematics teaching. A mixed-method, quasi-experimental design was applied at two levels: an experimental study in two 10th-grade school classes teaching “Algebra and the Basics of Analysis” and a survey of 33 university participants. STEM approaches were implemented through inquiry-based, project-oriented learning integrating Science, Technology, Engineering, and Mathematics, using digital tools such as GeoGebra, Desmos, PhET, and Excel. Results showed that students' academic performance improved by 15%–16% ( p < 0.05), with notable gains in modeling, data interpretation, and interdisciplinary thinking. University survey responses confirmed the importance of school-university continuity and positive attitudes toward integrating STEM with digital technologies (average score 3.85), highlighting the need for strengthened practical training, shared digital platforms, and joint STEM projects. Based on these findings, a cyclic model connecting schools, students, and universities was proposed to support the professional development of future teachers and effective implementation of STEM education in a digital context.