The paper discusses the global urgency to improve STEM education, driven by environmental and social challenges that threaten global security and economic stability. It highlights the complexity of integrating science, technology, engineering, and mathematics (STEM) in authentic contexts, emphasizing the need for a cohesive understanding among educators. The USA has experienced significant STEM educational reforms in the last two decades, but teachers often struggle to connect across STEM disciplines, leading to disinterest in science and math among students. The paper proposes a conceptual framework for integrated STEM education, blending learning theories and pedagogies to enhance student learning. This framework aims to address the limitations of current integrated practices and provide a common language for research and practice. The framework is designed for secondary education, focusing on engineering design, scientific inquiry, technological literacy, and mathematical thinking. It emphasizes the importance of situated learning and community of practice to facilitate authentic and relevant learning experiences. The paper also discusses the need for further research to test the effectiveness of the proposed framework and identify best practices for integrated STEM education.The paper discusses the global urgency to improve STEM education, driven by environmental and social challenges that threaten global security and economic stability. It highlights the complexity of integrating science, technology, engineering, and mathematics (STEM) in authentic contexts, emphasizing the need for a cohesive understanding among educators. The USA has experienced significant STEM educational reforms in the last two decades, but teachers often struggle to connect across STEM disciplines, leading to disinterest in science and math among students. The paper proposes a conceptual framework for integrated STEM education, blending learning theories and pedagogies to enhance student learning. This framework aims to address the limitations of current integrated practices and provide a common language for research and practice. The framework is designed for secondary education, focusing on engineering design, scientific inquiry, technological literacy, and mathematical thinking. It emphasizes the importance of situated learning and community of practice to facilitate authentic and relevant learning experiences. The paper also discusses the need for further research to test the effectiveness of the proposed framework and identify best practices for integrated STEM education.