In many developing countries, including Pakistan, the integration of STEM education in high school curricula remains in the early stages despite its global recognition as crucial for preparing students for future technological societies. This study investigates the development of 21st-century skills and STEM career interests through STEM education among high school students in Pakistan, where STEM integration is still in its early stages. A purposive sampling technique was used to gather data from 156 teachers engaged in STEM practices. A literature-based questionnaire was developed to ensure reliability and validity before data collection. SmartPLS was employed for data analysis, utilizing confirmatory factor analysis (CFA) and structural equation modeling (SEM) to validate the measurement model. Path analysis further examined the relationships between independent and dependent variables. The findings indicate that STEM education significantly enhances 21st-century skills, including critical thinking, collaboration, technical, and problem-solving skills. The SmartPLS analysis revealed strong internal consistency reliability (Cronbach's alpha = 0.888–0.951) and convergent validity (AVE = 0.590–0.641) across all constructs. Path coefficients demonstrated significant relationships, with the most substantial effect between STEM education and critical thinking (β = 0.602). Additionally, STEM education positively influenced students' interest in pursuing STEM careers (β = 0.273). These findings suggest that teachers should update their pedagogical practices and promote STEM education to better prepare students for the demands of the 21st-century workforce. © 2025 School Science and Mathematics Association.
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