A systematic review of Drone integrated STEM education at secondary schools (2005-2023): Trends, pedagogies, and learning outcomes

As the prominence of drone technology continues to captivate interest for its myriad applications in education, an understanding of the current status of drone-integrated education becomes imperative. This systematic review endeavors to furnish an updated and comprehensive analysis of the drone education studies across academic levels, with a specific emphasis on secondary education settings. To accomplish this objective, a review study with 181 publications was conducted, with a particular focus on 41 publications explicitly addressing the integration of drones in secondary STEM education. Employing a systematic approach, this review identifies, analyzes, and synthesizes pertinent literature, ensuring a thorough comprehension of the current state of the field. The key findings of this review can be summarized as follows: 1) Among the diverse array of subjects incorporating drones, STEM disciplines emerge as the most prominently featured. 2) Experiential and project-based learning stand out as the most commonly adopted pedagogical methods in drone-integrated STEM education. The incorporation of teamwork and hands-on activities is frequently cited as instructional strategies aimed at enhancing droneintegrated STEM learning experiences. 3) Beyond the acquisition of drone-related technical skills, the reported learning outcomes encompass a spectrum of aspects, including heightened STEM career awareness, increased engagement and learning interest, and collaborative problemsolving abilities. The findings underscore the potential of drones to ignite passion for STEM subjects among secondary students, achieved through interdisciplinary, hands-on applications that foster problem-solving and design competencies.