MODELS OF STEM EDUCATION DEVELOPMENT IN THE USA AND THEIR ADAPTATION FOR UKRAINE: THE EXPERIENCE OF CALIFORNIA AND TEXAS
DOI:
https://doi.org/10.32782/3041-2021/2026-1-3Keywords:
STEM education, comparative analysis, California, Texas, educational policy, NGSS, TEKS, higher education, universities, UkraineAbstract
The article provides an in-depth comparative analysis of the development of STEM education in the United States using the example of the democratic state of California and the republican state of Texas in the period from 1930 to 2025. The influence of ideology and educational management approaches on educational policy, K-12 and higher education financing, the adoption of standards (NGSS/TEKS), the role of business and grant programs in supporting and developing STEM areas is studied. Quantitative performance indicators are used, including data from NAEP, TIMSS, state funding per student, and participation in STEM grants. A conceptual model is proposed that reflects the relationship between ideological orientations, educational policy, the content of STEM education, and the results of human capital training. It is substantiated that differences in approaches to the development of STEM education are determined not only by managerial approaches to education, but also by a set of socio-economic, institutional and historical factors, which limits the possibility of a direct correlation between the ideological orientation of the states and educational outcomes. Based on the analysis of the experience of California and Texas, practical recommendations for Ukraine are formulated, in particular, on the adaptation of integrative and applied models of STEM education in accordance with the provisions of the current educational legislation and the needs of the national economy, which meets the strategic goals of digitalization and European integration. The results obtained can be used in the process of modernization of the national system of STEM education in Ukraine, development of educational standards, training of pedagogical personnel for the high-tech sector of the economy and the formation of effective state educational policy.
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