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This peer-reviewed article, Artificial Intelligence in STEM Education: A Transdisciplinary Framework for Engagement and Innovation by Cristo León, James Lipuma, and Xavier Oviedo-Torres, published in Frontiers in Education, examines how artificial intelligence (AI) is transforming STEM education through a transdisciplinary lens. Based on a systematic review of 41 scholarly studies (2020–2025), it analyzes AI integration in STEM classrooms, focusing on learner agency, adaptive assessment, and ethical challenges such as algorithmic transparency, equity, and inclusion. Guided by a Transdisciplinary Communication (TDC) framework and grounded in PRISMA protocols, the study applies tools like Nvivo, Excel, and VOSviewer for thematic coding and bibliometric mapping. The authors identify three core trends: evolving student roles in AI-enhanced learning, shifts toward adaptive AI-mediated assessment models, and persistent ethical tensions in educational AI. Drawing on Universal Design for Learning (UDL) and trustworthy AI principles, the paper proposes actionable strategies for educators, policymakers, and institutions to implement AI in STEM in ways that are ethical, inclusive, and pedagogically coherent. This research is essential for those exploring AI in STEM pedagogy, transdisciplinary innovation, and education policy. DOI: https://doi.org/10.3389/feduc.2025.1619888

Publication/Submission Date

7-9-2025

Keywords

AI-aided decision process, collaboration, ethics of artificial intelligence, inquiry-based learning, SDG4 quality education, STEM education, systems artificial intelligence, transdisciplinary communication

Disciplines

Arts and Humanities | Education | Social and Behavioral Sciences

Comments

Acknowledgments

The authors acknowledge the support of the New Jersey Institute of Technology and Universidad de las Américas Ecuador, Campus UDLAPark, Quito, Ecuador. All authors also acknowledge the unconditional support of our families, without which this work would not have been possible. Additionally, Cristo Leon, as a visitor to this land from “La Huasteca”—a geographical and cultural region located along the Gulf of Mexico—strives to deepen his understanding of local Indigenous communities. He commits to reframing his responsibilities to land and community. He comes with respect for the land upon which we gather and acknowledges that it is part of the traditional territory of the Lenni-Lenape, known as “Lenapehoking”.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Supplementary Material

The Supplementary material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/feduc.2025.1619888/full#supplementary-material

Open Access

Edited by: Charity M. Dacey, Touro University Graduate School of Education, United States
Reviewed by: Hiroyuki Obari, Aoyama Gakuin, Japan; Carmen Adina Pastiu, 1 Decembrie 1918 University, Romania; Jennifer Garcia Ramos, Louisiana State University, United States
Correspondence: Cristo Leon, leonc@njit.edu
Received: 29 April 2025
Accepted: 23 June 2025
Published: 09 July 2025

Copyright

© 2025 Leon, Lipuma and Oviedo-Torres. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Artificial Intelligence in STEM Education: A Transdisciplinary Framework for Engagement and Innovation

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