Though it is a dominant phenomenon in the education community world-wide, the meaning of STEM is opened to interpretation by stakeholders in Hong Kong and elsewhere.

In the monthly meetings that the representatives of ICTE member associations from countries and administrative regions in the Asia Pacific exchange information and experiences regarding issues and trends of TE and STEM, the authors noticed that there existed similarities and differences between the definitions of STEM education among members in the discussions. Therefore a survey with the following research questions was initiated in Aug 2021:

1.  What should be the main purpose of STEM education in your country/administrative region?

2.  What is the definition of STEM education in your country/administrative region?

3.  What would be the best teaching strategy for STEM education in your country/administrative region?

11 responses from 8 countries and administrative regions were received and juxtaposed for comparison and contrasting in order to identify the patterns/features causing these differences.  It was envisioned that these findings can help ICTE member countries and administrative regions to chart the current state of STEM and also support their decision in its future development.

From the analysis of finding, the authors put forward that “projects adopting design process & engineering mindset to solve real world problem with tangible outcome” is a strong suit of the Technology Education communities not limited to ICTE member associations in contributing to the enhancement of students’ learning in STEM.