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In this work, we analyze the lessons learned from the CoVid-19 pandemic and the prospects of the science education that evolved as a result of the pandemic. The two primary shortcomings that arose during the pandemic include: the poor presence of cross-boundary and interdisciplinary research as evidenced by the urgency in establishing cross-boundary research groups in the early days of the pandemic, and the lack of understanding of the scientific method in the general public as evidenced, for example, by the worldwide Hydroxychloroquine events of 2020. An effective approach to solving these shortcomings is increasing innovative research at the two-year tertiary education level. The focus of continuing technical education will shift towards technologies that provide self-sufficiency, such as artificial intelligence, intelligent robotics, augmented reality, digital twins, and additive manufacturing. These features likely constitute the cornerstone of the upcoming science education paradigm, which we denominate “STEM 3.0”.