Amutha Kunalan0000-0002-2615-5217Cheah Phaik Kin0000-0002-4622-8903Priscilla Moses0000-0002-1721-2072Pek Hoon ErNg Choon AunY.F. HuangK.W. TanL. LingK.H. Leong2024-10-302024-10-302018doi.org/10.1051/e3sconf/20186504002https://dspace-cris.utar.edu.my/handle/123456789/5467Science, Technology, Engineering and Mathematics (STEM) education needs a teaching workforce that is knowledgeable and skillful. Previous studies have reported the effectiveness of the delivery of the STEM education using the outcome-based education approach. Yet, the implementation of STEM education has been equally criticized. This study is a qualitative inquiry using the grounded theory approach to identify the teaching strategies employed by academics involved in STEM education in a leading private university in Malaysia. In particular, the inquiry focusses on the outcome-based education and its implementation in STEM education. Eight academics involved in STEM education from a private university in Malaysia were recruited using a purposive sampling procedure. In-depth interviews were conducted using semi-structured questions. The findings suggest that the participants are apprehensive of using outcome-based education in implementing STEM education and would require more training on this approach. The data yielded teaching strategies and challenges faced by STEM academics in the implementation of outcome-based education.journal-article