Evaluation of the Computer Curriculum in Secondary School in the Kingdom of Saudi Arabia in Light of the Integration Approach between Science, Technology, Engineering and Mathematics (STEM)

The research seeks to assess the computer curriculum for secondary education in Saudi Arabia considering the integration of STEM disciplines. In order to accomplish this objective, the researcher utilized a descriptive analytical method. This involved creating a list of STEM criteria, developing a content analysis tool based on that list, and ensuring its accuracy and consistency. Finally, the tool was utilized in analyzing computer courses in the secondary stage during the academic year 1443 AH. The findings reveal that there are (53) STEM requirements needed in the computer curriculum for secondary education, divided into four categories: integrative knowledge (11) requirements, integrative skills (17) requirements, integrative practices (12) requirements, and future professions/professional awareness (13) requirements, with availability ranging from medium to very weak. The suggested idea was developed using the findings from the research. The research suggested that it is crucial to incorporate STEM components in the computer curriculum of secondary schools in a well-rounded way, along with incorporating assignments that support students in conducting independent research and collaborating with teachers from various fields.