The global shortage in Science, Technology, Engineering and Math (STEM) capable citizens has led to a surge in governments emphasis on STEM education. In turn, the urgency translated to considerable variation in the conceptualisation and enactment of STEM education worldwide. In many countries, Integrated STEM (iSTEM) has been proposed as a silver bullet, providing an interdisciplinary, engaging and contextually relevant means to meet this need.

A key barrier to the widespread use of iSTEM in education is the perceived complexity integrating these disciplines. Differences also remain in the conceptions and enactment of iSTEM. These differences have knock on effects for teachers and curriculum designers alike: should scientific inquiry guide iSTEM practices? Is the ‘T’ concerned with simply using technology? Is engineering design a central tenet, or a guideline for educators to consider? How can we integrate effective math teaching without neglecting the S, T and E? This conceptual framework for iSTEM provision answers the above questions, and more. In doing so, it highlights the importance of equity in the position of the four STEM disciplines. Through this framework, iSTEM is posed as a desirable, applicable and effective means through which to engage students in STEM fields. The framework will support educators in designing coherent, student-centred learning environments, reflecting the complexity of real-world problems. Through a seamless amalgamation of the four disciplines, iSTEM has the potential to contribute toward increased equity across socioeconomic status, sex, and a forge a path toward more diverse, STEM capable citizens.

Keywords: Education, Equity, Integrated, Practice, STEM.