New Perspectives in Science Education

This study substantiates the role of standardization in mitigating the destructive impact of crises on the development of STEM education in Ukraine, fostering national innovative transformations and ensuring their sustainability.

The article examines successful international practices in STEM standardization and assesses the feasibility of their adaptation to the Ukrainian context. It emphasizes that transitioning to large-scale, standardized STEM education is an investment in human capital and a key factor in developing an innovative, competitive society capable of effectively responding to complex emergency challenges.

The research discusses the obstacles to standardizing STEM education in Ukraine and offers strategic recommendations for overcoming them. Our study focuses on analyzing diverse STEM programs, specifically investigating the balance between innovation, variability, and standardization, the application of the CO-STEM-PBL pedagogical methodology, and integrated assessment approaches. The authors offer a comparative study of existing programs in Ukraine and approaches to implementing STEM education tasks within the framework of the new state standard in Ukraine in 2021-2025.

The development of national model STEM curricula is crucial for ensuring quality during large-scale implementation, guaranteeing accessibility, promoting universal design, and achieving unified learning outcomes.

The authors identify the pivotal role of national model STEM programs in standardizing education by:

• Establishing a core content framework and defining STEM competencies across all educational levels: preschool, primary, and secondary school.

• Ensuring horizontal and vertical coherence for seamless transitions between educational levels.

• Maintaining educational quality nationwide, thereby reducing disparities between regions and institutions—a critical factor given the current variability in technical resources, staffing, and security conditions.

Finaly, STEM programs serve as a guideline for the development of relevant professional development programs for teachers.