Comparative Analysis of Theoretical Paradigms for Innovative Talent Cultivation behind STEM Education Policies
- 1 Harvard Graduate School of Education (HGSE), Harvard University, Cambridge, MA, USA
Abstract
As global technological competition intensifies, STEM education has become a strategic priority for countries to cultivate innovative talents. This study conducts a comparative analysis of theoretical paradigms underlying STEM education policies across different nations, revealing how four major theoretical frameworks—behaviorism, cognitive constructivism, sociocultural theory, and connectivism—shape innovative talent cultivation models. The research finds that the United States emphasizes interdisciplinary integration and problem-solving abilities, the European Union focuses on scientific literacy and social responsibility, while Asian countries prioritize systematic knowledge construction and skill training. Different theoretical paradigms demonstrate significant variations in curriculum design, pedagogical approaches, and assessment systems, yet all tend toward integrating multiple theories Quantitative analysis reveals that countries adopting hybrid theoretical frameworks demonstrate 15 - 25% higher performance in international innovation indices, to address complex innovative talent cultivation needs. Through theoretical comparison and practical analysis, this paper provides theoretical references for optimizing STEM education policies and suggests establishing more flexible and adaptive hybrid theoretical frameworks to cultivate innovative talents with critical thinking, creativity, and global competence.
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