STEM has received a surge in popularity since being coined in the late 1990’s. Governments have prioritized STEM and Integrated STEM (ISTEM) education in an effort to keep pace with a rapidly globalising landscape. Despite this, STEM has varying meanings to different stakeholders with individual elements of STEM also being conceptualised in varying means. Math & Science are predominantly procedural and technical in nature with both subjects having a defined and concrete knowledge base. Technology and Engineering, however, have a constantly evolving knowledge base, with the variability in explicit knowledge central to the disciplines, presenting further challenges.

The varying conceptualisations of STEM and its individual elements has caused definitional overlaps, unnecessary noise and a lack of clarity amongst the literature and in practice. In addition, STEM participation has reduced globally, leading to economic concerns. This paper aims to define STEM, ISTEM and its translation into educational practice. Coming to a consensus and consolidating these definitions aims to highlight optimum strategies in enacting STEM and ISTEM educational practices. A comprehensive and consolidated view of STEM and education is imperative, facilitating greater accessibility and autonomy to effectively integrate STEM within practice. Consolidated data in this paper will encompass current literature, forging a path forward in ensuring the pertinent research is more readily accessible to STEM educators.

Keywords: STEM, Education, Practice, Integrated.