Identifying parameters impacting WASH STEM education across the globe

Abstract

Abstract This study seeks to assess the parameters impacting successful water, sanitation and hygiene (WASH) science, technology, engineering, and math (STEM) educational outreach. Previous studies have shown a correlation between underprivileged communities and significant impacts due to water related disasters, such as flooding or water related illnesses. As a result, for several decades the international development community has invested in WASH-related infrastructure. Lessons learned through these investments has shown the need for WASH educational outreach to build community awareness and encourage behavioral change, ultimately ensuring the sustainability and impact of the WASH infrastructure. Many WASH infrastructure programs have incorporated WASH education programs, particularly those led by the community. Often this occurs through primary and secondary schools. While WASH STEM education promotes local project ownership, leading to an increased understanding of water management and infrastructure resiliency, these educational programs are not always successful. There is a knowledge gap in understanding what makes WASH STEM education and outreach effective. This research project investigated some of the parameters influencing students’ performance on an assessment of WASH STEM curricula. This was done through deploying two water resource learning modules and assessments to secondary school students in Cambodia, India, Nicaragua, and the United States. The results revealed a correlation between how well the students comprehended the information according to the assessment and how relevant the students found the material to their own lives. The insight gained from this study can create more impactful WASH STEM education and outreach programs for water resource projects, and beyond.