International Experience in the Implementation of Science Education. the Experience of the USA, Singapore and Finland

Abstract

The article presents an analysis of science education in three countries – the USA, Singapore, and Finland, which demonstrate high results in the feld of STEM disciplines. The authors explore various approaches to the organization of education systems in these countries, reflecting their cultural, economic, and political characteristics. The specifc features of each system are described, including standardized testing in the USA, an emphasis on social-emotional competencies and the globalization of education in Singapore, as well as equal access and the development of critical thinking in Finland. The article analyzes the impact of different educational models on the formation of scientifc potential and the socio-economic development of society. Special attention is paid to the regulatory documents and initiatives governing science education in these countries, such as the National Science Education Standards (NSES) and the STEM Education Act of 2015 in the USA, Singapore’s 21st Century Competencies, and the Finnish Education Act. Key challenges are discussed, such as unequal access to quality education, overcrowded classrooms, and the impact of the COVID-19 pandemic. The article highlights the potential for adapting elements of successful models in other countries, particularly in Ukraine, and emphasizes the importance of further research on the impact of new technologies on science education. Future research prospects include a deeper examination of the role of new technologies in the development of science education, particularly digitalization and artifcial intelligence, as well as exploring the possibilities of adapting elements of successful educational models for different countries. This could help create more effective approaches to learning that meet the needs of the modern labor market and global challenges.