The Impact of Integrated Stem Approaches on Students’ Academic Writing Skills: A Systematic Review

Abstract

This systematic literature review examines the pedagogical impact of integrated Science, Technology, Engineering, and Mathematics (STEM) approaches on students' academic writing skills. The review synthesizes empirical studies published between 2016 and 2026 retrieved from the Scopus, Web of Science, and ERIC databases. The selected studies were identified through the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework and analyzed using thematic analysis to identify major trends in the implementation of integrated STEM approaches for academic writing instruction. The findings indicate that integrated STEM approaches, particularly Project-Based Learning and the Engineering Design Process, are consistently associated with improvements in students' academic writing skills, including structural organization, text cohesion, and scientific argumentation. Moreover, embedding writing activities within authentic STEM contexts promotes students' learning motivation, critical thinking, and learner autonomy. Nevertheless, the review also identifies several implementation challenges, including disciplinary boundaries between STEM and language education, limited cross-disciplinary assessment practices, and time constraints within STEM curricula. Overall, this review highlights the potential of integrated STEM approaches to strengthen students' academic writing skills while emphasizing the importance of interdisciplinary collaboration, teacher professional development, and balanced curriculum design for effective implementation.