ANALYSIS OF INTERNATIONAL EXPERIENCE IN USING DIGITAL TOOLS IN PREPARING TEACHERS TO TEACH STEM DISCIPLINES

Abstract

Abstract. The article analyzes international experience in the use of digital tools in preparing teachers for teaching STEM disciplines. It substantiates the relevance of STEM education as a key innovation of the 21st century, which responds to global challenges and prepares specialists for conditions of constant change. The origins of the STEM concept date back to the 1950s in the United States, and its official recognition took place in the early 2000s. Research confirms that information technologies are a driving force in the implementation of STEM education, as they increase the effectiveness and interactivity of learning. The paper examines the use of immersive technologies (VR/AR) and AI to increase student motivation and predict their career trajectory. The experience of the USA, Finland, Singapore, Estonia, Great Britain, and Australia is analyzed, with a focus on initiatives by governments and educational institutions. The cooperation of universities with schools in the USA and Malaysia is described. The advantages of using STEM technologies abroad are identified, including funding, wide access to technologies, active learning, and the development of critical thinking. It is concluded that despite significant achievements, educational systems face the problems of digital inequality and a shortage of qualified teachers. The work offers specific recommendations for adapting the best world practices in Ukraine.