Abstract

The global push for STEM education has positioned collaboration as a core 21st-century competence, yet its conceptualization and assessment in secondary education remain insufficiently defined. This study examines how collaboration is framed and measured in secondary-level STEM policies through a comparative analysis of international frameworks (OECD, UNESCO, European Union) and national policies from the United States, China, Malaysia, Singapore, Finland, Australia, and the United Kingdom. Using qualitative document and policy analysis, the study identifies a broad consensus on the importance of collaborative abilities for inquiry-based and project-oriented learning. However, conceptual ambiguity, limited assessment tools, uneven attention to socio-emotional dimensions, insufficient teacher preparation, and contextual inequities continue to constrain implementation. Addressing these gaps, the paper contributes by mapping global–regional policy trends and proposing a framework that balances international comparability with local adaptability. For China and Southeast Asia in particular, advancing the measurement of collaboration requires developing culturally relevant instruments, enhancing teacher capacity, and translating ambitious policy visions into classroom practice.