STEM Education and 21st Century Skills in Crisis: A Case Study of the COVID-19 Pandemic Response
Eirini Golegou
Department of Informatics and Telecommunications, University of the Peloponnese, Tripoli, Greece.
Kostas Peppas *
Department of Informatics and Telecommunications, University of the Peloponnese, Tripoli, Greece.
*Author to whom correspondence should be addressed.
Abstract
The COVID19 pandemic has been the focus of scientific research since it first appeared. This article treats the pandemic as an everyday problem that required innovative solutions in a short period of time, and so a case study is carried out in this direction. As the focus of 21st century skills and STEM education is on problem solving, the contribution of both skills and STEM disciplines to the way out of the crisis is posited. Skills such as communication, cooperation, adaptability, leadership, critical thinking, etc. have each contributed in their own way to solving the problems that have arisen. On the other hand, STEM professionals have been working in the same direction, both in their individual fields and through an interdisciplinary approach, to gradually de-escalate the crisis. Challenges such as finding vaccines and drugs, caring for patients in a time of social isolation, reducing misinformation and reducing vaccine hesitancy were overcome by using appropriate 21st century skills and an interdisciplinary approach. The study was conducted between November 2024 and March 2025 using the PRISMA analysis methodology. The main conclusion of the study is that 21st century skills and STEM professionals contributed to the management of the crisis and also to its exit.
Keywords: COVID19, crisis management, 21st century skills, STEM education, problem solving