This research focused on redesigning curriculum logic within the context of project-based STEM education by constructing a paradigmatic model derived from expert opinions. Employing a qualitative methodology rooted in grounded theory, the study involved specialists from curriculum design, and the teaching of science, mathematics, and technology. Sampling was conducted purposefully based on specific criteria, and data collection relied on semi-structured interviews. The analysis systematically involved open, axial, and selective coding, culminating in a paradigmatic model, consistent with Strauss and Corbin’s approach, to map the interconnections between major themes.



The core causal drivers for adopting project-based STEM were identified as the necessity to foster 21st-century skills, the recognized failure of conventional teaching methods, and the critical need to ground learning in practical, real-world scenarios. Environmental constraints included a rigid, centralized curriculum, an over-reliance on textbooks, a focus on numerical grading, and shortages in time and educational resources. Crucially, teacher preparedness, institutional support structures, and resource availability acted as intervening factors that significantly impacted the success of this approach.



Actionable strategies implemented by educators centered on creating authentic, cross-disciplinary projects, transitioning the teacher’s function from knowledge transmission to learning facilitation, encouraging teamwork, and integrating performance-based evaluations. These actions yielded significant positive conserning, higher



Ultimately, the study confirms that a project-based STEM curriculum, provided it benefits from robust institutional backing and appropriate structural conditions, can significantly elevate educational quality and successfully respond to modern learning demands. The resulting model offers a valuable conceptual tool for curriculum developers, policy makers, and educational researchers alike.