The Impact of Integrated STEM Approaches on Student’s Academic Writing Skills: A Systematic Review

Abstract

Integrated STEM approaches have increasingly been implemented in educational settings to support students’ academic writing development through authentic and interdisciplinary learning experiences. This study employed a Systematic Literature Review (SLR) following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to synthesize previous research regarding the impact of integrated STEM approaches on students’ academic writing skills. The data were collected from Scopus, Web of Science, and ERIC databases, focusing on peer-reviewed journal articles published between 2016 and 2026. Following the screening and eligibility process, 30 eligible studies were selected and analyzed using thematic analysis. The findings revealed that integrated STEM approaches positively contribute to students’ academic writing development, particularly in improving structural logic, scientific argumentation, text cohesion, technical organization, and iterative revision practices. Furthermore, STEM integration supports cognitive development, critical thinking, learner autonomy, and students’ motivation toward writing activities through contextualized and collaborative learning environments. However, several challenges remain, including institutional separation between disciplines, limited teacher readiness, lack of shared assessment rubrics, and curriculum time constraints. Overall, this review highlights that integrated STEM approaches have strong potential to enhance academic writing instruction when supported by balanced interdisciplinary collaboration and effective pedagogical guidance.