Abstract
The growing demand for STEM professionals highlights the importance of effective STEM education. However, a challenge remains in how STEM education is implemented in practice, as translating STEM principles into meaningful classroom activities continues to be difficult. Integrated STEM approaches address these challenges by linking learning to authentic, interdisciplinary contexts. In this context, the STEMOOV model was developed to operationalise a STEM vision, offering a practical tool to improve STEM education and develop essential skills. This study employed a three-round Delphi method to achieve expert consensus on the STEMOOV model. A panel of academics, educators, and researchers from various countries and education levels evaluated the model, iteratively revising their opinions on its domains. The study examined which STEM skills are fostered by the model, how it supports students and teachers, its strengths and weaknesses, and its overall relevance for STEM education. The experts agreed that the STEMOOV model effectively fosters skills like collaboration, problem-solving, and critical thinking. Its adaptability to diverse contexts was seen as a strength, though flexible curricula, resources, and teacher training are critical for successful implementation. Overall, the STEMOOV model is a promising tool for integrated STEM education, with potential to engage students and support teachers.
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APA 7th edition
In-text citation: (Vaes et al., 2026)
Reference: Vaes, M., Engelen, I., Emmers, E., Doumen, S., Denolf, K., Stiers, I., & Kuppens, T. (2026). Building consensus on the STEMOOV model in STEM education: Insights from a delphi study.
European Journal of STEM Education.
https://doi.org/10.20897/ejsteme/19543
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Vaes M, Engelen I, Emmers E, et al. Building consensus on the STEMOOV model in STEM education: Insights from a delphi study.
European Journal of STEM Education. 2026.
https://doi.org/10.20897/ejsteme/19543
Chicago
In-text citation: (Vaes et al., 2026)
Reference: Vaes, Merel, Ilse Engelen, Elke Emmers, Sarah Doumen, Katleen Denolf, Iris Stiers, and Tom Kuppens. "Building consensus on the STEMOOV model in STEM education: Insights from a delphi study".
European Journal of STEM Education (2026).
https://doi.org/10.20897/ejsteme/19543
Harvard
In-text citation: (Vaes et al., 2026)
Reference: Vaes, M., Engelen, I., Emmers, E., Doumen, S., Denolf, K., Stiers, I., and Kuppens, T. (2026). Building consensus on the STEMOOV model in STEM education: Insights from a delphi study.
European Journal of STEM Education.
https://doi.org/10.20897/ejsteme/19543
MLA
In-text citation: (Vaes et al., 2026)
Reference: Vaes, Merel et al. "Building consensus on the STEMOOV model in STEM education: Insights from a delphi study".
European Journal of STEM Education, 2026.
https://doi.org/10.20897/ejsteme/19543
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Vaes M, Engelen I, Emmers E, Doumen S, Denolf K, Stiers I, et al. Building consensus on the STEMOOV model in STEM education: Insights from a delphi study. European Journal of STEM Education. 2026.
https://doi.org/10.20897/ejsteme/19543