Integrating Emerging Technologies into STEM Education: Effects on Student Engagement, Problem-Solving, and Learning Outcomes

Emerging technologies are reshaping STEM education by enabling interactive, adaptive, immersive, data-informed, and increasingly intelligent learning experiences. Yet the literature remains fragmented: artificial intelligence, augmented and virtual reality, educational robotics, digital games, learning analytics, adaptive learning, and smart learning environments are often examined as separate research streams, while engagement, problem-solving, and learning outcomes are frequently studied in isolation. This paper presents a structured integrative review to synthesize how emerging technologies contribute to student engagement, problem-solving, and STEM learning outcomes. The synthesis examines studies through dominant technology, learning mechanism, outcome emphasis, and implementation conditions. Five recurring mechanisms emerge: interactive learning and visualization, adaptive and personalized support, authentic problem-centered activity, immediate feedback and learner monitoring, and collaborative or self-regulated participation. Across the evidence, emerging technologies are generally associated with positive engagement and learning effects, but their effectiveness depends on pedagogical integration, teacher support, task design, technological affordances, and contextual conditions. Problem-solving appears particularly dependent on active and purposeful technology use rather than passive exposure. Based on the synthesis, the paper proposes the Emerging Technology–Engagement–Problem-Solving–Learning Outcomes Framework (E-TEPS), linking technology integration to learning through engagement and problem-solving while positioning pedagogical integration as a moderating condition. The framework provides a basis for future research and for designing STEM learning environments that prioritize meaningful cognitive activity, learner participation, and educational value over technology novelty.