Abstract
This chapter identifies the complex problem and challenges that face higher education in Science, Technology, Engineering and Mathematics (STEM) disciplines. In particular, it investigates a conceptual framework to address how to leverage the affordances of learning technologies to improve academic practices and curriculum development within the STEM disciplines? It includes a comprehensive exploration of the literature and evidence-based practices that informs the key themes underlying this challenge. The chapter investigates why change is needed for learning and teaching in STEM disciplines; explores the research findings in STEM higher education; critically reviews reflective practice and academic development; plus considers the barriers to, and drivers for, change to transform STEM higher education. The discussion contextualises the problems and challenges within the setting, parameters and opportunities at Griffith University. Collectively, these considerations inform how the affordances of learning technologies can support integrating professional practices and pedagogical change across purposes, time and space.
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