In an increasingly technology-driven world, the public understanding of science and public engagement activities by scientists are becoming increasingly more important. Traditionally, the majority of a University’s public engagement activities are delivered by academic staff yet there is an increasing realisation of the benefits of undergraduate students participating in, or even running, public engagement activities on behalf of their University. The aims of this study were to investigate the extent to which science communication training, public engagement, outreach and service-learning activities are embedded within STEM undergraduate programmes, both within the UK and internationally, and to share good practice.The principal publications databases for STEM subjects were searched for publications which described credit-bearing science communication training, outreach, public engagement or service-learning modules within STEM undergraduate programmes, either in the UK or globally. In addition, the programme catalogues of all UK STEM undergraduate programmes were searched for similar modules.From the database search, 127 publications were discovered. The majority of identified opportunities were for science students (61%), with this provision largely offered by US and Canadian HEIs (94%). Students predominantly undertook service-learning (79%) or outreach (16%) activities; there was limited evidence of science communication training or public engagement activities. In contrast, within the UK, of the 2542 STEM undergraduate programme catalogues evaluated, only 301 (12%) offered their students science communication training or the opportunity to participate in public engagement or related activities; the majority of these for students studying mathematics. The Institutions offering these programmes represented a complete cross-section of UK HEIs. Students predominantly engaged in outreach activities in schools (42 modules, 40%) or service-learning activities (n=34), with 22 modules providing training in communicating to lay audiences.This study has highlighted the limited provision, both nationally and internationally, of science communication training, public engagement and related activities within STEM undergraduate degree programmes. Given the benefits to graduates, Institutions and Society, HEIs should re-consider their provision of these opportunities within their degree programmes.