INTEGRATION OF STEM APPROACH INTO STUDENTS’ MATHEMATICAL TRAINING: EXPERIENCE OF UNIVERSITIES IN THE USA AND UKRAINE

Abstract

The paper examines the theoretical foundations of STEM education, identifi es the role of mathematics as a component of STEM education, and outlines the features of implementing the STEM approach in higher education in the United States and Ukraine, taking into account national educational traditions. The comparative analysis was carried out according to the following criteria: the level of integration of the STEM approach into the mathematical training of students, the complexity of educational programs and courses, practical orientation, the use of project and research activities, the use of digital technologies and modern teaching methods. Particular attention is paid to the composition of basic and applied mathematical disciplines, the level of interdisciplinary integration, the fl exibility of educational programs, and the forms of organizing the educational process. It was found that American programs are characterized by a high level of academic mobility, practical orientation, and extensive use of project activities, while Ukrainian educational programs provide thorough fundamental mathematical training. It has been established that courses focused on the application of mathematical methods in specifi c fi elds play a signifi cant role in American universities, in particular numerical methods, mathematical modeling, data analysis, statistics, optimization, and computer mathematics. Such courses are often integrated with programming, engineering problems, and research projects, which contributes to the formation of students’ practical competencies. A comparative analysis of undergraduate education at universities in the United States and Ukraine was conducted using the example of programs in the specialty «Applied Mathematics» and «Mathematics in Educational Institutions». This choice is due to the fact that «Applied Mathematics» is one of the key areas of STEM education in the United States, as it combines in-depth theoretical training with the practical application of mathematical methods in natural sciences, engineering, economics, information technologies, and pedagogy. The analysis of educational programs within these specialties allows for a comprehensive assessment of the level of integration of the STEM approach, the eff ectiveness of interdisciplinary connections, and the orientation of training specialists to solve real professional tasks. Based on the analysis, common and distinctive features of training specialists in mathematics in the context of STEM education were identifi ed, and possible directions for adapting foreign experience to the conditions of the Ukrainian higher education system were outlined in order to improve its quality and competitiveness