In recent years, society has placed a significant focus on the development of STEM fields, and consequently on the education of future experts in these areas. Special emphasis is placed on increasing the attractiveness of the field, motivating students, particularly female students, to study STEM disciplines, and generally increasing the number of STEM professionals.

The goals of this research are aligned with and contribute to these global objectives. This study involves teachers who conduct STEM courses in higher education. The research was conducted in four steps: the first step (1) included an analysis of STEM courses and the activities conducted and recommended within them, using the Delphi method. Then (2) a survey of attitudes and opinions was conducted in collaboration with a larger number of STEM teachers who teach various courses. Finally, the results were analyzed (3) and conclusions were drawn (4).

The motivation for conducting this research lies in the fact that the authors are also STEM teachers who recognized the need for a systematic approach to designing STEM courses in an era when digital technology offers numerous new possibilities, especially for e-courses or hybrid courses. The conclusions of the research can assist in transitioning from traditional approaches to hybrid and e-courses, the general modernization of teaching, post-COVID teaching circumstances, and serve as a guide for new teachers who are just starting out. The research offers general guidelines while also considering the specificities of different STEM courses.

Keywords: STEM courses, activities, course design, higher education.