2025 ASEE Annual Conference & Exposition

The literature review was conducted to synthesize the challenges and strategies faced by STEM instructors in adopting active learning, drawing on 42 empirical studies published between 2014 and 2024 in the International Journal of STEM Education. Active learning refers to evidence‐based, student‐centered teaching methods that engage learners through individual or group activities, yet it remains underutilized in STEM higher education despite well‐documented benefits. This conference paper presents the preliminary results of this literature review project, including the nature of articles included, the change theories applied, and the primary challenges and strategies of STEM instructors in adopting active learning. Through hand‐searching this high‐impact journal, three methodological approaches (15 qualitative, 10 quantitative, and 17 mixed‐methods studies) were identified, with nearly all investigations conducted in the United States, where educators and funding agencies emphasize the importance of theoretical frameworks to guide instructional change. Thirty-seven studies explicitly delineated the theoretical frameworks shaping their research design and result interpretations, with ten papers incorporating multiple theories. Common barriers include substantial time commitments, limited institutional support, and resistance from students or colleagues, while effective strategies feature professional development programs, communities of practice, transparent communication about the benefits of active learning, and iterative refinement of instructional techniques. Because engineering stands at the intersection of STEM disciplines, many of these challenges and strategies are especially relevant to engineering educators, who navigate unique complexities in bridging theoretical, design, and practice-based content. In addition, the findings align closely with the mission of the Faculty Development Division and may inform faculty development initiatives aimed at broadening the adoption and efficacy of active learning in engineering and the broader STEM community.