Abstract:

The fast-changing digital work environment is reshaping the skills expected from current and future employees. Consequently, students could benefit from an early and ongoing focus on vocational perspectives and requisites within the STEM (Science, Technology, Engineering, Mathematics) subjects. However, this focus is characterized by the discrepancy between curricular content of the STEM subjects on the one hand and expected skill sets of the job market on the other. This article explores strategies for bridging vocational STEM skills in current primary- and secondary level teaching with industry needs, based on insights from 10 Danish and German kick-off workshops, as a part of the Danish-German Interreg project STEPS.

The workshops facilitated discussions on this matter between the following stakeholders: from companies (n = 8), teachers (n = 43), and other educational support institutions (n = 24), such as local authorities. The study examines through self-reports how companies can be involved in teaching, the capacity of schools and businesses for collaboration, and the extent to which curricula adapt to future labor market demands.

Findings reveal that schools face time- and resource constraints, while companies often engage through CSR (corporate social responsibility)-driven initiatives which reach only a few schools every year. Teachers require easy access to materials and flexible training to integrate STEM skills into the classroom and point towards a stronger relation between subject specific curricula and potential industrial applications. Based on the stakeholders’ contrasting needs and expectations, a framework for fostering authentic learning experiences and sustainable school–industry partnerships will be deduced. This framework will outline teaching concepts that take advantage of overlaps between industry skill requirements and student learning goals — such as digital literacy, robotics, and sustainability — and offer natural bridging points between curriculum and training work skills.

Furthermore, the data offer the potential for a comparative analysis between the current Danish and German approaches highlighting key differences: Danish schools are introducing “teknologiforståelse” (understanding technology) as a new subject, but operate under pending curriculum reforms, and favoring short, flexible projects and digital formats. German schools, by contrast, integrate computer science as a compulsory subject in some tracks and maintain a strong vocational orientation supported by structured career guidance programs, internships, and partnerships with employment agencies. Teacher training also diverges — Danish educators often teach outside their expertise and need asynchronous support, while German teachers benefit from established professional development via IHK (Industrie- und Handelskammer, chamber of commerce and industry) and vocational networks.

The study highlights a clear gap between the expectations and needs of the stakeholders involved. As a response, we developed a framework that supports authentic learning experiences and sustainable school–industry partnerships. We kept it flexible to fit two national contexts and differences in teaching styles. The framework defines stakeholder roles, aligns STEM competencies, and promotes practical, hands-on approaches to strengthen knowledge transfer between the digital job market and classroom.

Keywords:

STEM skills, primary education, secondary education, school-industry cooperation, vocational orientation, framework development.