• Transdisciplinary integration applies knowledge and skills from two or more disciplines to real-world problems and projects to shape the learning experience (Vasquez et al., 2013).
• Technology represents both digital technology and design and technology
• Engineering design process, as promoted by the Next Generation Science Standards
• project-based learning approaches were most prominent
• integration of STEM content, problem-centred or problem-based learning, inquiry-based learning, design-based learning and cooperative learning were the most common frameworks used
• seven characteristics of effective STEM projects:
• engineering design process central to the project
• authentic problems
• developmentally appropriate subject content, skills and learning goals
• multidisciplinary, interdisciplinary or transdisciplinary approaches;
• STEM practices
• creativity and collaboration
• STEM careers
• instructional approaches
• integration of STEM content, problem-centred learning, inquiry-based learning, engineering design-based learning
• cooperative learning
• engineering design approach
• most common approach
• problem-based/oriented learning
• One way of ensuring that projects are relevant to students is allowing for student design or choice of project topic
• 23 of the 35 studies gave students a design brief which allowed students to design some kind of physical model or prototype in order to solve a specific problem
• that projects that do not allow students to design their own solutions to problems, evaluate those designs and then re-design do not meet criteria for best practice in integrating STEM domains.
• Another feature of effective iSTEM projects is that they enable students to engage with authentic problems which are relevant to their context.
• the engineering design challenges (Table 4) gave students agency in the design/re-design process and the inquiry tasks also allowed students to design experiments.
• projects should address issues and concerns that are important to students in order to engage their interest.
• the use of these technologies is often assumed rather than explicitly examined
• projects should be relevant to students interests and context.
• raise student awareness of careers in STEM

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