Developing a Cross-Curricular STEM Integration Model for Junior Secondary Schools in Niger State

Cross-curricular STEM integration in junior secondary schools requires disciplinary coordination across Science, Technology, Engineering, and Mathematics that is rarely achieved without a structured curriculum model, and developing one for Niger State addresses the specific integration challenges of North Central Nigerian secondary schools. This study developed a cross-curricular STEM integration model for Junior Secondary Schools in Minna and Bida LGAs of Niger State, North Central Nigeria. A professional model development methodology was applied, drawing on review of established cross-curricular STEM frameworks including the Next Generation Science Standards integration approach and Stanford's STEM Teaching Tools, assessment of existing subject curricula for integration opportunities, structured consultations with 15 STEM subject teachers and 8 curriculum specialists. Analysis identified 22 natural curriculum integration points across JSS1 through JSS3 Mathematics, Basic Science and Technology, and Agricultural Science subjects. The model designed organises STEM integration around six thematic units per year group, each lasting three weeks and requiring coordinated teaching between at least two STEM subjects. Common project outcomes replace separate subject assessments within each unit. Teacher coordination protocols, interdisciplinary lesson planning templates, and student STEM portfolio assessment rubrics are included. Expert review by seven STEM education and curriculum specialists confirmed the model's coherence and implementability. The study recommends piloting in six JSS schools across the two LGAs with achievement and engagement evaluation at the end of the first academic year.

Keywords: STEM integration, cross-curricular model, junior secondary school, Niger State, instructional design