Sweden is internationally recognized for its culture of innovation — and much of that foundation is laid in its schools. STEM education in Sweden gives every child consistent exposure to mathematics, science, and a dedicated subject called “Teknik” (Technology) throughout compulsory schooling. Since 2018, coding has also been part of the national curriculum from the earliest grades, ensuring that digital competence develops alongside literacy and numeracy.
These efforts reflect wider European priorities, such as those discussed at the 4th European Summit for STEAM Educators, where countries shared approaches to modernizing curricula and strengthening teacher training. At the same time, Swedish educators are focused on closing gender gaps and widening participation in STEM fields. Beyond the classroom, a vibrant network of science centers and national competitions gives students opportunities to apply what they learn, showing them that technology is a tool to experiment, create, and solve real-world problems.
What does STEM education look like in Sweden’s schools?
STEM is woven into Sweden’s education system from the earliest years. Compulsory school lasts for nine years (Years 1–9), and since 2018 children also complete a mandatory preschool class at age six before starting Year 1.
A distinctive feature is the subject “Teknik” (Technology), taught every year from Grade 1 through Grade 9. The national timetable sets aside 200 hours of technology instruction, ensuring it is a core subject. In these lessons, students learn how inventions are created, how engineering can solve everyday problems, and how technology affects society. Activities range from building simple models to exploring electronics, energy systems, and sustainability projects. The aim is to foster technical literacy and problem-solving skills that students can use both inside and outside school.
Programming is another priority. Sweden integrated coding into mathematics and technology syllabi through reforms announced in 2017 and implemented from 2018. Pupils begin with block-based programming in primary school and progress to text-based coding by lower secondary, making digital competence as fundamental as reading and writing.
This solid foundation in primary school leads students to upper secondary, where they choose specialized national programs. However, here a key challenge emerges. While the Natural Science (13%) and Technology (8%) programs are popular, enrollment has seen a decline and reveals significant gender disparities—the Technology Programme, for instance, remains 82% male.
This uneven participation is reflected in performance metrics. The 2022 PISA results, for example, show that 10% of Swedish 15-year-olds are top performers in math, a figure just above the OECD average but trailing behind world leaders like Singapore.
This blend of early exposure, a well-structured curriculum, and recognised difficulties shows why Sweden continues to adjust its approach to STEM education. The foundations are solid, but there is broad agreement that further efforts are needed to improve outcomes and expand participation.
How is the Swedish government supporting STEM education?
For Sweden, strengthening STEM is about ensuring young people have the skills to thrive in a society shaped by technology and innovation. The government’s approach focuses on improving outcomes, boosting interest in science and technology, and safeguarding Sweden’s future competitiveness.
The strategy sets out three measurable goals:
Improve mathematics performance, by increasing the share of high-performing students in future international assessments such as PISA.
Boost participation in upper secondary STEM programmes, with the aim that one in four students will choose the Natural Science or Technology tracks by 2035.
Expand the number of STEM graduates in higher education, rising from around 80,000 today to approximately 90,000 by 2035.
To implement these goals, the government created a STEM Delegation, a national task force that brings together schools, universities, research institutions, and industry. The delegation’s work includes modernising teaching, strengthening teacher training in mathematics and science, and giving students early exposure to career opportunities in STEM fields. It also serves as a platform for dialogue between policymakers and employers, ensuring that education remains aligned with labour market needs.
A key principle of the strategy is equity. Sweden wants high-quality STEM education to be available in every municipality, not just in large cities with established tech hubs. Investments are being directed toward teacher professional development, modern science laboratories, and digital tools so that smaller and rural schools can provide the same opportunities as urban ones. Importantly, the strategy also acknowledges the need for inclusive teaching approaches to ensure that students of all genders and backgrounds see STEM as accessible and relevant.
While national policies emphasise mathematics, science, and equity, Sweden still faces persistent difficulties. Enrolment in advanced tracks has declined, maths results remain uneven, and gaps in gender balance and teacher supply continue. These challenges highlight where reforms must focus next.
What challenges does Sweden face in STEM education?
Despite a strong curriculum and ambitious national strategies, Sweden faces a number of persistent challenges that could limit progress if not addressed.
Declining enrollment in advanced STEM tracks: In 2024/25, about 13% of students were enrolled in the Natural Science Programme and 8% in the Technology Programme out of 334,000 students in national programmes. These shares have declined compared to earlier years, raising concerns about whether Sweden will have enough engineers, scientists, and IT specialists to meet future demand. The government’s goal is that one in four students will choose these tracks by 2035, but reaching that figure will require stronger outreach and incentives.
Mixed mathematics performance: In PISA 2022, 10% of Swedish 15-year-olds achieved top proficiency in mathematics, slightly above the OECD average of 9% but well below leading countries such as Singapore or Japan. The challenge is to both nurture more high achievers and support struggling students, since mathematics underpins almost all advanced STEM studies.
Gender imbalance in technology and engineering: Participation remains uneven. In the Technology Programme, 82% of students are male. Although initiatives such as “Introduce a Girl to Engineering Day” and mentorship schemes are in place, many girls report lower confidence in coding and mathematics, and stereotypes continue to shape subject and career choices.
Regional disparities in access: Larger cities, with nearby universities and tech companies, often provide richer extracurricular opportunities such as coding clubs and robotics competitions. Smaller or rural municipalities can struggle to offer the same breadth of activities and resources, making equal access across the country a continuing challenge.
Teacher shortages: Recruiting and retaining qualified teachers in mathematics and science remains difficult, particularly outside major urban areas. While professional development programmes exist, shortages risk slowing down reforms and limiting the quality of instruction.
Acknowledging these challenges is important, but solutions are not confined to the classroom. Across Sweden, a wide network of competitions, coding clubs, and science centres provides students with ways to practise, experiment, and stay motivated in STEM.
What opportunities do Swedish students have beyond the classroom?
In Sweden, STEM learning continues well beyond the school day. A broad ecosystem of competitions, clubs, and science centers helps to spark curiosity and make learning active and practical. These activities show young people that STEM is not just something to study, but something to apply, explore, and create. One well-known example is Teknikåttan, a contest for 8th graders organised by universities across Sweden. Entire classes take part in quizzes and problem-solving tasks that connect science and technology to everyday life. The competition builds knowledge but also develops teamwork and imagination.
Sweden also has a strong tradition of coding clubs and community initiatives. Kodcentrum (Code Centre) runs free after-school workshops where children learn programming in a playful and creative way. Sessions are often hosted at tech companies like Spotify, giving students a glimpse into real workplaces. Kodcentrum reaches children from diverse backgrounds and has achieved a nearly equal balance of boys and girls in its activities. For science enthusiasts, Universeum in Gothenburg serves as the national science centre, offering laboratories, maker spaces, and interactive exhibits on topics ranging from chemistry and biology to robotics and AI. Similar centers across the country bring science and technology to life through hands-on experiences. Support in mathematics is provided by organisations such as Mattecentrum, which offers free tutoring sessions and online forums where volunteers—often university students or professionals—help schoolchildren build confidence and close learning gaps.
Alongside these national and local initiatives, industry partnerships add another layer of support. By bringing practical tools and platforms into schools, companies such as WhalesBot, in collaboration with STREAM Scandinavia, help bridge the gap between theory and practice.
Spotlight: Industry Partnerships in Action
Addressing challenges such as declining enrolment and gender imbalances in STEM requires solutions that connect classroom learning with real-world application. Industry–education partnerships are central to this effort, providing schools with the tools and experiences needed to make advanced concepts both accessible and engaging.
Through its collaboration with STREAM Scandinavia, WhalesBot supplies products like the AI Module 1s for exploring artificial intelligence, the U20 Pro for complex robotics projects and Eagle 1003 for drone application. These resources enable students to move from theory to practice—experimenting with design, coding, and engineering in collaborative, hands-on settings that build the problem-solving and creativity emphasised in Sweden’s curriculum.
Learning is also reinforced through application. WhalesBot’s sponsorship of ENJOY AI youth events in Sweden, organised with STREAM Scandinavia, offers students a platform to apply their skills in competitive, challenge-based environments. By linking classroom instruction with extracurricular opportunities, these partnerships make STEM more engaging and inclusive, encouraging a broader range of students to imagine themselves as future innovators.
Conclusion:
Sweden’s STEM education framework combines compulsory instruction in mathematics, science, and technology with the early integration of coding and a strong network of extracurricular programmes. Together, these elements give students both theoretical foundations and practical opportunities to apply what they learn, encouraging problem-solving, creativity, and teamwork from an early age.
At the same time, the system faces persistent challenges. Enrolment in advanced STEM tracks has declined, mathematics results remain uneven, technology fields are still heavily male-dominated, and many schools—particularly outside major cities—struggle to recruit qualified teachers. These gaps highlight the need for continued reforms and targeted support.
What makes Sweden distinctive, however, is its willingness to confront these issues openly and adapt its policies when necessary. By combining strong curriculum design, equity-focused investments, and vibrant extracurricular activities, Sweden is building an environment where more young people can see themselves as future scientists, engineers, and innovators. If these strengths can be harnessed to address the weaknesses, Sweden will be well positioned to remain at the forefront of global innovation while ensuring that STEM education is inclusive and accessible to all.
