Jelena Zascerinska, Anastasija Aleksejeva, Mihails Zascerinskis, Irina Abjalkiene


The complexity of the STEM education ecosystem at all the educational levels has been risen by the COVID-19 pandemic. The search for a sustainable ecosystem leads to the cross-sectoral approach to STEM education. A sustainable STEM education ecosystem is also characterized by the coherence between the STEM education levels. The research aims at creating a theoretical model of the multi-perspective design of STEM education within a cross-sectoral approach for identifying the implications for further research on the cross-sectoral STEM education. The qualitative research was carried out. Research data were collected through the analysis of published research works. Content analysis was used for the analysis of the collected data. The theoretical novelty of the cross-sectoral STEM education is indicated: the structure and phases of STEM Education implementation and multi-perspective design. The exploratory research allows widening the traditional boundaries of the STEM education (teacher-content-student) with the concepts of educational discipline, conceptual change, all language as the unity, the digitalised educational process, and the cross-sectoral approach. The research is novel in the implications for further research on the cross-sectoral STEM education.



all language as the unity, conceptual change, cross-sectoral approach, digitalized educational process, educational contents, OST (out-of-school time) providers, STEM (Science, Technology, Engineering, Mathematics)

Full Text:



Ahrens, A., & Zaščerinska, J. (2010). Social dimension of Web 2.0 in Student Teacher Professional Development. In I.Žogla (Ed.), Proceedings of Association for Teacher Education in Europe Spring Conference 2010 Teacher of the 21st Century: Quality Education for Quality Teaching, Riga, Latvia: University of Latvia, 7–8 May: 179–186.

Ahrens, A., & Zaščerinska, J. (2014). A Framework for Selecting Sampe Size in Educational Research on e-Business Application. Proceedings of ICE-B 2014 11th International Conference on E-Business, pp. 31-38. Portugal: SciTePress - Science and Technology Publications.

Ahrens, A., Bhati, P.P., Zascerinska, J., Zascerinskis, M., Aleksejeva, A., & Abjalkiene, I. (2021). Engineering Master Students‘Views on Digital Entrepreneurship in a Host European Country. Proceedings of the 13th International Scientific and Practical Conference “Environment. Technology. Resources”, Volume 2, pp. 225-232. Rezekne, Latvia: Rezekne Academy of Technologies. DOI: https://doi.org/10.17770/etr2021vol2.6562

Ahrens, A., Foerster, M., Zaščerinska, J., & Wasser, I. (2020). European Accreditation Agency’s View on Kazakhstan’s Engineering and Information Technology Higher Education. SOCIETY. INTEGRATION. EDUCATION Proceedings of the International Scientific Conference. Volume V, May 22nd -23rd, 2020. pp. 15-25. DOI: http://dx.doi.org/10.17770/sie2020vol1.4861.

Ahrens, A., Purvinis, O., Zascerinska, J., Miceviciene, D., & Tautkus, A. (2018). Burstiness Management for Smart, Sustainable and Inclusive Growth: Emerging Research and Opportunities. IGI Global. DOI: 10.4018/978-1-5225-5442-4

Ahrens, A., Purvinis, O., Zaščerinska, J., & Andreeva, N. (2015). Quasi-Group Decision Making in Higher Education: A Model for Analysis of Binary Students‘Behaviour. Scientific Articles: Applied Research in Studies and Practice, Nr. 11 III International Scientific Practical Conference "Trends in Science and Studies Under Conditions of Globalisation", pp. 45-56. Panevėžys College, Panevėžys, Lithuania. ISSN 2029-1280.

Ahrens, A., Purvinis, O., Zaščerinska, J., & Andreeva, N. (2016). Education for Health Society: Indicators of Burstiness in Research. Journal Education in a Changing Society, Volume 1 (2016), pp. 28-40. DOI:10.15181//atee.v1i0.1315

Ahrens, A., Zascerinska, J., & Aleksejeva, A. (2021). Fostering External and Internal Sustainability within the English for Academic Purposes Course in the Covid-19 Pandemic. Education. Innovation. Diversity, 2(2), 6-15. DOI: https://doi.org/10.17770/eid2021.1.5412

Ahrens, A., Zascerinska, J., Bhati, P.B., Zascerinskis, M., & Aleksejeva, A. (2021). Comparative Studies of COVID-19 Impact on Students' Views on Digital Higher Education. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference. Volume V, May 28th-29th, 2021, pp. 17-29. Rezekne: Rezekne Academy of Technologies. DOI: https://doi.org/10.17770/sie2021vol5.6277

Ahrens, A., Zaščerinska, J., Lange, C., & Aļeksejeva, L. (2021). "A Comparative Analysis of Processes of Conceptual Change for the Enhancement of Implementation of Green Energy Education and Training," International Journal of Information and Education Technology (IJIET) vol. 11, no. 1, pp. 47-51, 2021. ISSN: 2010-3689. doi: 10.18178/ijiet.2021.11.1.1488. Retrieved from http://www.ijiet.org/show-149-1734-1.html

Aleksejeva, A., Zascerinskis, M., Abjalkiene, I., Gukovica, O., Zascerinska, J., & Ahrens, A. (2021). Teaching a HyFlex Class: Scenario Design. XX-All Russian Scientific and Practical Conference for Young Educational Researchers "Research That Improves Education" by Russian Educational Research Association Moscow State University of Psychology and Education. Online, 28-29 October 2021. Retrieved from https://myeduconf.ru

Allen, Patricia J. Lewis-Warner, Kristin, & Noam, Gil G. (2020). Partnerships to Transform STEM Learning: A Case Study of a STEM Learning Ecosystem. Afterschool Matters, n31 p30-41 Spr 2020. Retrieved from https://eric.ed.gov/?id=EJ1249559

Banks, J., Carson, J., Nelson, B.L., & Nicol, D. (2004). Discrete-Event System Simulation, 5/E. Prentice Hall Paper, 624.

Barry, A. K. (2002). Linguistic Perspectives on Language and Education. The USA: Greenwood Publishing Group Inc, 280.

Belickis, I., Bluma, D., Koke, T., Markus, D., Skujina, V., & Šalme, A. (2000). Pedagoģijas terminu skaidrojošā vārdnīca. [Dictionary of pedagogical terminology]. Rīga: “Zvaigzne ABC”, 248.

Business Dictionary. (2015). Parameter. BusinessDictionary.com.

European Commission. (2019). The European Green Deal. Brussels, 11.12.2019. COM (2019) 640 final. Retrieved from https://eur-lex.europa.eu/resource.html?uri=cellar:b828d165-1c22-11ea-8c1f-01aa75ed71a1.0002.02/DOC_1&format=PDF

Gartner Inc. (2017). Insights From the 2017 CIO Agenda Report: Seize the Digital Ecosystem Opportunity Gartner Executive Programs. Retrieved from http://www.gartner.com/imagesrv/cio/pdf/Gartner_CIO_Agenda_2017.pdf

Krippendorff, K. (2004). Content Analysis. An Introduction to its Methodology. London: SAGE Publications.

Kühne, T. (2005). What is a model? Dagstuhl Seminar Proceedings 04101, pp. 1-10. Publisher: Internationales Begegnungs- und Forschungszentrum für Informatik (IBFI), Schloss Dagstuhl, Germany.

Rustaman, N.Y., (2020). The role of STEM-DSLM in facilitating students' conceptual change and preventing misconception in life sciences. Journal of Physics: Conference Series, Volume 1521 042038, Science and STEM Education. Published under licence by IOP Publishing Ltd

Shields, M. (2020). Conceptual Change in Perspective. _Inquiry: An Interdisciplinary Journal of Philosophy_ 63 (9-10), 930-958.

Thanh, N.C., & Thanh, T.T.L. (2015). The Interconnection Between Interpretivist Paradigm and Qualitative Methods in Education. American Journal of Educational Science, 1(2), 24-27. Retrieved from https://www.academia.edu/16991790/The_Interconnection_Between_Interpretivist_Paradigm_and_Qualitative_Methods_in_Education

Traphagen, Kathleen & Traill, Saskia. (February 2014). How Cross-Sector Collaborations are Advancing STEM Learning. Working paper. Retrieved from https://smile.oregonstate.edu/sites/smile.oregonstate.edu/files/stem_ecosystems_report_execsum_140128.pdf

Watt, J. H., van den Berg, S. (2002). Research Methods For Communication Science. Retrieved from http://www.cios.org/readbook/rmcs/rmcs.htm

Zascerinska, J. (2020). Post-COVID-19 University Governance in Germany. Education Reform: Education Content Research and Implementation Problems. Volume 2 (2020), pp. 7-16. Rezekne: Rezekne Academy of Technologies. DOI: 10.17770/er2020.2.5336

Zaščerinska, J. (2011). Teaching Content: Development the System of External and Internal Perspectives. The Proceedings of Riga Teacher Training and Educational Management Academy’s 6th Young Scientist Conference, December 2nd, 2010 (2010), pp. 221-229. Riga: Riga Teacher Training and Educational Management Academy, Riga, Latvia, 243.

Zaščerinska, J. (2013). Development of Students’ Communicative Competence within English for Academic Purposes Studies. Verlag: Mensch & Buch, 202.

Zaščerinska, J., Andreeva, N., & Aleksejeva, L. (2015). Use of Role Models within English for Academic Studies. The proceedings of Riga Teacher Training and Educational Management Academy’s 10th International Young Scientist Conference, pp. 129-137. Riga: Riga Teacher Training and Educational Management Academy, 137.

Zaščerinska, J., Zaščerinskis, M., Andreeva, N., & Aļeksejeva, L. (2013). Factors that Influence the Educational process. International Journal of Modern Education Forum (IJMEF) Volume 2, Issue 3 (August 2013), pp. 57-65.

Žogla, I. & Lasmanis, A. (2009). Par zinātniski pamatotu pētniecību pedagoģijā: promocijas darbu izraisītas pārdomas/ On Scientific Research in Education: Reflections on PhD Theses. Scientific Papers University of Latvia VOLUME 747 Pedagogy and Teachers’ Education, pp. 278-295. Latvijas Universitāte, 2009.

DOI: https://doi.org/10.17770/sie2022vol1.6817


  • There are currently no refbacks.