Review on the Readiness of Bhutanese Education System for Science, Technology, Engineering, and Mathematics (STEM) Subjects

Abstract

This narrative review explores the status and readiness of the Bhutanese education system for Science, Technology, Engineering, and Mathematics (STEM) education, focusing on science, mathematics, and Information Communication and Technology (ICT). It traces the country’s gradual shift toward prioritizing STEM subjects in response to global educational trends, while highlighting the challenges faced by both learners and teachers. The study identifies key issues, including a fragmented and complex curriculum, as well as teacher apprehension in delivering STEM content. Drawing on international research, the review emphasizes the critical role of early childhood education in establishing foundational skills for STEM learning, particularly in numeracy. Additionally, the paper highlights the need for targeted professional development programs to build teachers’ confidence and competence in STEM teaching. While the review acknowledges some progress in Bhutan, it also identifies significant gaps, particularly in the implementation of proposed reforms. The paper calls for further research into practical strategies for enhancing STEM education, ensuring its accessibility, and aligning Bhutan's educational system with global best practices.

Keywords: Bhutanese Education, STEM, Pedagogy