Cultural decolonization and implications for pedagogy in integrating STEM-IKS education in the Global South

Promoting college student’s learning motivation and creativity through a STEM interdisciplinary PBL human-computer interaction system design and development course

In interdisciplinary Science, Technology, Engineering and Mathematics (STEM) education, empirical evidence is required that points to the educational contribution of mathematics. Specifically, researchers are not clear how mathematics weaves itself through the STEM education meta-discourse. This article contributes to pedagogical practices in educational institutions where STEM has been newly introduced - What are the perceptions and experiences of South African teachers on interdisciplinary STEM education, and how do mathematics and interdisciplinary STEM discourses leverage each other at schools of specialisation (SoS) in South Africa? Participant teachers were drawn from ten SoS in South Africa. SoS are STEM-dense schools in South Africa’s Gauteng Province, the country’s industrial and commercial hub. Interview data was collected on teachers’ experiences and practices to explore the affordances of Mathematics and other STEM disciplines to influencing curriculum advancement. Situated cognition, mathematics as explorations and flow theory informed this qualitative study. In the findings, technology was regarded as raising learner motivation and mathematical achievement. Important to the study is that participants have a high regard for mathematics’ role in interdisciplinary STEM education. In the study, teachers had no autonomy to pursue the STEM agenda, as they were bound to adhere to a prescribed curriculum, which hardly refers to implementation of interdisciplinary STEM education. Various recommendations are proffered, such as maintaining the positive perceptions participants have on the role of mathematics in STEM curricula. The research calls for equality and equity of all the STEM disciplines, as one STEM curricula cannot succeed without the other.

Laws and policies have important roles to play in advancing the Fourth Industrial Revolution (4IR) through Science, Technology, Engineering and Mathematics (STEM) research in Nigeria. STEM education and knowledge brings about development by converging scholars across the world with recent research discoveries. In order for Nigeria to reap the maximum benefits from the 4IR, its legal system must come in line with the principles advanced by the 4IR. It is important to state that the laws which have been enacted before the contemporary era are inadequate and obsolete.
 Education (STEM education inclusive) which will benefit the most from thenewrevolution would demand new legal instrumentsthat are adequate and effective to cater for the legal and policy demands of the 4IR by bringing forth a more current and inclusive legal protection for all the relevant beneficiaries. Using doctrinal methodology, thispaperexamines4IR and right to education in Nigeria with a view to establishing the relationship between the legal instruments and STEM education with the objective of advancing the agenda of the relevance of all fields of education for the next generation.The paper is divided into six sections and the findings show that, education (STEM education inclusive) is bedeviled with many challenges andthe extant laws are inadequate to solve them.Thus, making the goal of 4IR unachievable in Nigeria. To reach the greatest dexterities in all works of life, the paper concludes by bringing the significance of laws and policies that wouldaccommodate free STEM education in secondary and tertiary school levels in order to answer the call for 4IR. It recommends research collaboration across STEM fields for integrated curriculum and an amendment of the Constitution. It also advocates for gender equality and investing more in STEM education for having a transformative shift in Nigeria for the purpose of achieving 4IR.

Students enrolled in Science, Technology, Engineering and Mathematics (STEM) globally and in South Africa are generally not in a state of well-being. International and South African research studies show that undergraduate STEM programmes pose significant challenges to students and that many STEM programmes are marked by high attrition rates and poor student success. There is growing recognition that STEM educators need to teach the “whole student” instead of focussing only on STEM knowledge and skills. In order to teach in a holistic way, university educators themselves need to understand and achieve their own well-being. The paper argues that pedagogy of well-being and its associated concepts of competence, self-efficacy, community and inter-relatedness are key to academic staff and student well-being in the STEM disciplines. The focus of this paper is an inter-institution study on enhancing STEM educators’ capacity towards a pedagogy of well-being through teaching portfolio development in diverse institutional contexts. The research question guiding is the study is: How might academic development practitioners and STEM university educators’ successfully collaborate for the benefit of student well-being and success? Data for this study was obtained from “critical dialogues” between academic development practitioners and STEM university teachers, as well as an external evaluation of the project. The data comprise video-recordings of the critical dialogues and survey responses. The findings of the study indicate that there are barriers as well as productive spaces for interdisciplinary work towards well-being in STEM teaching and learning. The findings have implications for how STEM academics might engage in professional learning towards pedagogical competence, and offer suggestions for the ways in which academic developers might respectfully “transgress” into STEM disciplinary domains in support of a pedagogy of well-being in the STEM disciplines and fields.

South Africa’s involvement in the Space Science started at the dawn of the “Space Age”. Before this, South Africa had been involved in astronomy since 1820, when the first permanent astronomical observatory (and scientific institution) in the southern hemisphere was completed at the Cape of Good Hope. Despite this rich history, South Africa has unfortunately, for various reasons, not been able to fully exploit the benefits of space technology and its applications to meet the challenges—it faces. One reason in particular is lack of awareness and understanding by planners, decision-makers and users about the potential benefits of space technology in planning and implementation of socio-economic development plans. In recent years, South Africa has made the development and cultivation of a domestic space industry a priority, citing the critical roles that space science, technology and innovation play in economic growth and socio-economic development. However, to ensure a long-term viable space programme and a growing space industry, it is imperative that South Africa builds the necessary capacity to support such an industry—hence, the need to create awareness and an appreciation for STEM-based careers at all levels of society which, for our school-going population, is likely to translate into an increase in the uptake and appreciation of science, technology, engineering and mathematics (STEM). In South Africa, the Department of Science and Technology (DST) plays a leading role in the implementation of space science and technology activities. Current space-related projects include the Satellite Build Programme; Operation Phakisa and the CubeSats Development Programme. There are also a number of local programmes and initiatives to promote space education and awareness. These are initiated, supported and implemented by various organizations, from the DST and its agencies through to the private sector and industry, as well as non-governmental and non-profit organizations. With regard to reaching out to schools, the DST conducts Space Weeks and other science festivals, as well as numerous initiatives by the local Radio Amateurs Clubs working with schools on high-altitude ballooning projects. Nonetheless, it has been noted that although there are much effort and resources expended on STEM awareness, there is notable lack of its intended impact. The role of educators/teaching staff will therefore be addressed focusing on their contribution to the goals of such STEM programmes. This paper discusses the various space-based STEM programmes that have been put in place to promote space education awareness and the contribution made by various role players. Furthermore, this paper will showcase a concept for a new approach to space awareness activities and its potential to drive STEM awareness programmes in the country. Lastly, this paper aims to recognize the achievements of South Africa in promoting space education and awareness in the country and the related issues and impediments to pursue these programmes. The paper also emphasizes the importance of introducing space education programmes in schools not only for the children but for the teachers in particular.

This study explores the integration of Information and Communication Technology (ICT) and Indigenous Knowledge Systems (IKS) to enhance student well-being in STEM classrooms within South African higher education. South Africa has long struggled with low enrolment and poor performance in STEM subjects, impaired by inadequate teacher training, teaching methodologies, and psychological factors such as anxiety. The COVID-19 pandemic has further emphasized the need for resourcefulness in education, highlighting the potential benefits of technology and indigenous knowledge in mitigating these challenges. The researchers investigate the synergy between ICT and IKS in reducing stress and anxiety among STEM students and educators. The study employs a critical reflective approach to analyze existing literature and derive a preliminary framework. This framework includes criteria for integrating IKS into STEM curricula, strategies for using ICT and IKS synergistically, and professional development for STEM teachers in the era of decolonization and the Fourth Industrial Revolution (4IR). The study concludes by proposing twelve preliminary criteria for the effective use of ICT and IKS to address psychological challenges in STEM education. These criteria aim to promote a holistic, inclusive, and culturally relevant learning environment that leverages both traditional knowledge and modern technological advancements. However, the study’s reliance on theoretical perspectives without empirical testing may affect the validation of the proposed criteria.

This paper delves into the critical examination of how gender stereotypes impede the participation of women in the STEM (Science, Technology, Engineering, and Mathematics) fields within the socio-cultural context of Iran. Despite significant strides toward achieving gender equality, the remnants of traditional societal and cultural expectations persistently influence the educational pursuits and career choices of Iranian women, particularly in fields traditionally dominated by men. This study seeks to uncover the depth and breadth of gender stereotypes’ impact on women’s engagement with STEM disciplines, a crucial step toward formulating strategies for a more inclusive and equitable STEM environment. The research specifically aims to quantify the prevalence of gender stereotypes and to explore their multifaceted effects on women’s decisions to pursue careers in STEM fields. It further investigates how these stereotypes influence women’s perseverance and success within these disciplines once they have chosen to embark on a STEM career path. By mapping the landscape of gender stereotypes and their tangible impacts on women’s participation in STEM in Iran, this study contributes valuable insights into the barriers women face and proposes targeted interventions to dismantle these obstacles. The findings of this research hold significant implications for policymakers, educators, and STEM industry leaders in Iran and potentially in other similar contexts. By addressing the specific challenges related to gender stereotypes in STEM, this paper paves the way for the development of more supportive educational policies, curricula, and workplace cultures that encourage and sustain women’s participation and advancement in STEM fields.

PurposeEntrepreneurship and the disciplines of science, technology, engineering and mathematics (STEM) are considered important drivers of innovation. At the same time, the representation of women entrepreneurs in STEM remains low. Despite this disparity, a number of women still choose to start ventures and persist in pursuing their innovations in STEM. This study aims to examine the motivational factors that drive women entrepreneurs to approach and consistently pursue their innovations and ventures in STEM.Design/methodology/approachDrawing on the concept of the heterogeneity of motivational factors (Graham and Bonner, 2022) and Social Cognitive Theory (Bandura, 1986, 2001; Wood and Bandura, 1989), 24 semi-structured interviews were conducted with women entrepreneurs in STEM. This approach allowed for an in-depth exploration of the heterogeneous motivational factors influencing women entrepreneurs in STEM.FindingsThe motivations of women entrepreneurs in STEM are multifaceted, interrelated and dynamic. They encompass personal and cognitive, behavioral and environmental factors and partly change over time. This study reveals two levels of heterogeneity: the heterogeneity of women entrepreneurs’ entrepreneurial motivations, and the within-context heterogeneity of women entrepreneurs in STEM themselves.Originality/valueThis study addresses the need for a deeper understanding of women entrepreneurs in STEM. By focusing on nuanced aspects of entrepreneurial motivations that are often overlooked in the existing literature, this research provides valuable insights and discusses implications for theory, policy and education.

ABSTRACTResearch Experiences for Teachers (RET) programs are a burgeoning approach to engage teachers in STEM (science, technology, engineering, mathematics) research that they can translate into their K‐12 classrooms. Despite an increase in studies of RETs, there is a need for comparison of RET and non‐RET teachers' student outcomes. This mixed methods, quasi‐experimental comparison study, using a revised third‐generation activity theory framework, investigates how an RET program for preservice and early career STEM teachers impacted participating teachers and their students up to 8 years after RET participation. Specifically, we conducted a matched comparison of student achievement data from students of nine RET teachers versus many non‐RET comparison teachers within the same districts (n = 830–1132 students). We also investigated student and teacher perceptions of classroom practices through surveys (n = 576 students) and interviews (15 teacher interviews). Omnibus tests revealed no statistically significant differences by treatment in math or science achievement. However, students of the RET teachers reported stronger perceptions of STEM career awareness, greater value for learning STEM subjects, and a greater propensity to persist in STEM course tasks (three of the five constructs measured). This was consistent with teacher interview responses in which RET teachers spoke about STEM career awareness in a broader context for understanding the value of STEM in society, and also discussed struggles in research and attempts to bring this mindset to their students, which may have resulted in greater student engagement in their courses. Implications for teacher education and for supporting science and engineering practices in STEM classrooms are discussed along with recommendations for further research on the impacts of RET programs guided by a revised third‐generation activity theory framework informed by this work.

One of the 12 critical areas for change highlighted in the Beijing Platform for Action (BPfA) is the education of girls and women, in particular the participation of women in Science, Technology, Engineering and Mathematics (STEM) disciplines. While South Africa has introduced several policies to address the low enrolment and graduation of women in STEM, African women continue to be under-represented in these disciplines. Furthermore, African women in STEM disciplines, a traditionally White male-dominated field, report facing intersectional oppressions linked to their race, gender, and class – which negatively impact both their progression and retention. In the South African context, this problem is exacerbated by the history of colonialism and apartheid which constructed African women as minors and continue to position them as outsiders within academia. Drawing on the experiences of 19 African female doctoral students at two universities in South Africa, and underpinned by the theory of intersectionality, this article critically interrogates the factors that influence the participation, progression, and retention of African female doctoral students in STEM fields. In so doing, the article reveals how interlocking systems of oppression continue to influence the progression and retention of women in STEM disciplines, thereby providing insight into the mechanisms that need to be altered and/or put in place to actively recruit African female doctoral students and retain them in academic positions.

Although STEM education has been advocated internationally, the integration of interdisciplinary learning into STEM education and the gender disparity in the STEM field are challenging. Our research team in Taiwan developed a female-friendly and innovative STEM curriculum with flat (rather than bulky) speakers to enhance male and female students’ creativity in developing new technology and to foster their interdisciplinary thinking. Participating year 10 students were encouraged in the 3-hour course to integrate science knowledge into their engineering design processes in order to better develop, evaluate, and revise their technology products. In this study, we examined this STEM curriculum to show the progression of male and female students’ engineering designs and their attitudes towards STEM. Through the systematic guidance of the STEM curriculum, students’ engineering designs improved, regardless of gender. There were no significant differences between male and female students’ performance in engineering design in each stage of the STEM curriculum, However, in terms of the improvement in engineering design ability, female students did not improve whereas their male counterparts did in some activities. Participating in the STEM curriculum developed by this study increased the positive attitudes of both male and female students towards STEM and STEM learning. It also reduced the attitude gap between the two genders seen before the course in the technology dimension. The study findings can contribute to the development of better ways of integrating interdisciplinary learning and teaching and enhancing male and female students’ engineering designs and attitudes towards STEM.KeywordsPhysicsEngineering designAttitudes towards STEMCurriculum designAssessment of STEM learning

Computational thinking (CT) has received significant and growing attention from the computing industry, politicians, and STEM researchers and educators alike across the globe. The motivation to integrate CT into science and mathematics curriculum comes from the fact that computing concepts and practices have become an integral part of the work that professional scientists, mathematicians, and engineers do and is a necessary skill desired by twenty-first century economies. If implemented effectively, CT has the potential to significantly advance students’ problem-solving and analytical thinking skills and data analysis and modeling skills. Despite increasing interest in CT and the potential academic benefits of integration for students, integration of CT into school science and mathematics has proved to be problematic for schools and educators. The first section of this chapter provides an overview of developments that gave rise to the integration of computational thinking into K-12 education, an in-depth discussion of computational thinking, and its connection with professional science and mathematical practices. The second section of this chapter focuses on current issues around integration of CT into school curricula. These issues include curriculum, teacher education, and equity in computer science education. Then, we move into discussing the challenges STEM educators face in integrating CT into school curriculum and potential strategies to address these challenges. We then move onto discussing the place of CT in STEM curriculum and challenges of teaching CT in schools. Finally, we review programs designed to integrate CT into STEM curriculum. Next, we discuss and expand on pedagogy of CT and future directions by drawing from relevant literature. Finally, we discuss potential challenges for STEM education community and opportunities that we need to tap on.

John Dewey’s quote, “Education is not a preparation for life; education is life itself,” emphasizes the importance of an education system that goes beyond preparing students for the future but also impacts their present lives. To achieve the United Nations Sustainable Development Goal #4 of Quality Education, educators must adopt an approach that fosters sustainability and critical thinking in students, both inside and outside the classroom. One effective approach is implementing a STEM curriculum (Science, Technology, Engineering, Mathematics) across various subjects and grade levels. STEM education can serve as a catalyst for developing students’ mathematical minds and problem-solving abilities, especially when addressing current environmental challenges. By integrating STEM education throughout the learning environment, students can engage in practical activities and explore meaningful strategies that contribute to sustainability and life preservation. The benefits of incorporating STEM education extend beyond the classroom, as students can transfer their competencies to their home, work, and social environments, promoting sustainable living. The paper will explore how a STEM curriculum can be applied across the wider school community, demonstrating the potential impact on children’s actions beyond the classroom. By equipping students with knowledge, skills, and competencies for sustainability, they can contribute to preserving the environment and improving the quality of life. The paper will also address limitations in current classroom practices that affect the environment and propose practical remedies to improve sustainability. Reflecting on the impact of these basic classroom practices on society and human life, the research will showcase how STEM education can empower students to make a positive difference in the world. Keywords: STEM curriculum, school environment, technology, sustainable development, environment How

There has been a lot of attention on STEM education, but there is less STEM curriculum for teachers to have a reference point in China. The article proposes a short STEM curriculum for use by teachers in the teaching of the STEM curriculum. The curriculum is for 10th graders. Biology is the main subject integrated with mathematics and chemistry. The article shows specific course content, including 3 different experiments. Experiments in which students participate independently are more likely to sharpen their thinking. Inquiry-based learning is adopted as the educational approach, through which students can discover new causal relationships because students formulate hypotheses and test them by conducting experiments and observations. Additionally inquiry-based learning encourages students to think logically, critically, and analytically, which is helpful in increasing students’ critical thinking. Critical thinking is reasonable and reflective thinking focused on what to believe or do. Students with critical thinking skills can achieve incredible learning outcomes because they can consciously control their goals and attention. There are six dimensions of critical thinking, based on the assignment—experimental report, analysis dimension and explanation dimension will be assessed.

STEM (Science, Technology, Engineering, and Mathematics) careers remain in high demand, and the United States continues to compete globally to expand its STEM workforce while addressing persistent racial and gender disparities. This study employed structural equation modeling (SEM) with multigroup analyses to examine the relationships among high school students’ perceptions of their math classes, their math identification, and their decision to pursue math-intensive STEM majors. The theoretical framework integrated the MUSIC Model of Motivation (eMpowerment, Usefulness, Success, Interest, Caring) and domain identification theory. Data were drawn from 23,503 participants in the nationally representative High School Longitudinal Study (HSLS: 2009–2013). Analyses focused on differences by gender and race, with particular emphasis on Black female students. Results indicated that students’ perceptions of success and interest in their math classes were positively associated with math identification, which in turn was positively related to their decision to pursue a STEM major. No statistically significant differences were found between Black females and their peers (Black males, White females, and White males) in the strength of these relationships. Implications for educators and schools seeking to increase the participation of Black female students in STEM fields are discussed.