Integrating the Engineering Design Process (EDP) in Stem Classroom: A Systematic Literature Review of Impacts and Challenges

Abstract

The engineering design process (EDP) represents a systematic and iterative methodology for addressing problems and developing effective solutions. In this regard, the current study explores both the prevailing trends and the challenges encountered in implementing EDP within classroom settings. A systematic literature review (SLR) was guided by the PRISMA protocols with data extracted and analyzed from 27 peer-reviewed publications from 2020 to 2025. Implementation efforts span various educational levels from early childhood to the high school students. Findings from the thematic analysis indicate that integrating EDP into STEM teaching and learning yields five key dimensions: (a) the development of 21st-century competencies, (b) enhanced student engagement and motivation particularly within STEM domains, (c) the implementation of scaffolded teaching approaches, (d) iterative problem-solving processes that explicitly incorporate learning from failure and (e) the contextualization of learning through authentic real-world scenarios, interdisciplinary connections, and inclusive educational environments. In addition, this SLR identified five principal barriers: (a) curriculum constraints, (b) insufficient teacher preparedness, (c) student engagement issues and motivation, (d) resource limitations and learning environment, and (e) task complexity and assessment difficulties. To address these issues, the review recommends that student interests be prioritized during implementation, professional development opportunities for teachers be expanded and continued empirical research on EDP be encouraged to further optimize pedagogical practices.