Engaging Learning Experiences Research Articles

Unraveling Intrinsic Motivation: The Key to Empowering Teacher Professional Growth

Purpose of the Study: This study explores the pivotal role of intrinsic motivation in driving the professional development of early childhood education (ECE) and kindergarten teachers, focusing on how it influences their teaching practices, adaptability, and overall job satisfaction. Methodology: A qualitative approach with a case study design was employed, involving purposively selected ECE and kindergarten teachers from multiple schools. Participants had at least five years of teaching experience and demonstrated active engagement in professional skill development. Data were gathered through in-depth interviews and participatory observations and then analyzed using thematic analysis to uncover recurring patterns and insights. Main Findings: The study reveals that intrinsic motivation significantly shapes the professional growth of ECE teachers. Motivated teachers are likelier to adopt innovative teaching methods, integrate new technologies into their classrooms, and demonstrate resilience in managing challenges. They display a heightened sense of responsibility for their students’ holistic development and report greater job satisfaction. Moreover, intrinsic motivation fosters creativity and adaptability, enabling teachers to craft engaging learning experiences. This, in turn, positively impacts student outcomes, as intrinsically motivated teachers create dynamic, supportive environments that enhance student engagement and facilitate social-emotional growth. Novelty/Originality of the Study: Underexplored connection between intrinsic motivation and professional development in early childhood education. The study underscores the need for fostering intrinsic motivation in teacher training programs by linking teacher motivation to innovation, resilience, and student engagement. Furthermore, it provides actionable insights into designing interventions and policies prioritizing intrinsic drivers, contributing to sustainable teacher development and improved educational quality.

Interactive Teaching Strategies for Online English Speaking Classes: Engaging Primary Students

This study investigated how teachers implemented interactive teaching strategies to increase the engagement of 15 elementary school students aged 7-10 years in an online English-speaking class. Using a qualitative case study approach, data was collected through observing one online class session conducted using Zoom Meetings. Thematic analysis identified various strategies, such as the use of multimedia (movies), interactive platforms (Quizizz), and structured participation methods (e.g., gender-based turn-taking). Repetition techniques were also found to be a tool to reinforce learning. The results of this study show that interactive strategies are able to improve students' engagement and speaking skills in an online environment. This research provides practical recommendations for educators in creating engaging and effective learning experiences in the online classroom.

Padlet: a tool for fostering collaborative learning and feedback literacy in dental education

BackgroundWhile health professions education has embraced collaborative and co-creative learning approaches, the integration of digital technologies into feedback practices remains limited, especially in undergraduate dental education. This study investigated the impact of Padlet, a digital pinboard, on collaborative learning and feedback literacy among undergraduate dental students during a formative assessment activity guided by Nicol and MacFarlane's feedback principles.MethodsA convenience sample of 39 Year 3 dental students (25 women and 14 men, mean age = 22) enrolled in a Bachelor of Dental Surgery program at a private dental school in Malaysia participated in a week-long Padlet-based peer feedback activity focused on periodontics. Thematic analysis was conducted on student interactions and reflections collected from Padlet posts and individual student reflections.ResultsThe study yielded promising outcomes. Padlet's asynchronous and anonymous nature fostered in-depth discussions, broader participation, and constructive feedback. Students reported a boost in confidence, increased engagement, and a sense of camaraderie. Thematic analysis revealed the successful application of Nicol and MacFarlane's feedback principles, including clarifying expectations, promoting self-assessment, facilitating teacher–student dialogue, and encouraging reflection and action.ConclusionThe findings of this study suggest that Padlet, with its unique features, offers a valuable tool for educators seeking to foster collaborative learning and feedback literacy in dental education. Padlet's affordances can significantly enhance collaborative learning and feedback literacy, promoting a trusting environment for student-centered learning and self-regulation in dental education. The study's findings suggest that Padlet can foster cognitive flexibility, allowing students to consider multiple perspectives and adapt their thinking. The platform's asynchronous nature and anonymity feature appeared to contribute to a sense of community and psychological safety, fostering trust among students. The findings of this study have practical implications for educators seeking to implement effective feedback practices and leverage technology to create engaging learning experiences that foster trust, collaboration, and, ultimately, student success.

Portfolio assessment in AI-enhanced learning environments: a pathway to emotion regulation, mindfulness, and language learning attitudes

In recent years, the incorporation of artificial intelligence (AI) into instructional settings has sparked important interest in how it can develop different aspects of language learning, principally in the realm of assessment. While traditional assessment methods have long been central to evaluating learners’ progress, the rise of AI tools presents an opportunity to revolutionize assessment practices by providing more personalized and adaptive feedback. This study explored the significance of portfolio assessment in AI-assisted environments, focusing on its impact on academic emotion regulation (AER), mindfulness, and attitudes toward language learning. A total of 69 students (38 in the experimental group (EG) and 31 in the control group (CG) from Bahir Dar University, Bahir Dar, Ethiopia, aged 22–34 years, participated in this quasi-experimental study. The participants, enrolled in the final term of their Bachelor’s program in English Teaching, were randomly assigned to either the EG or CG. The EG engaged in a portfolio assessment approach where AI was employed by the course instructor to review the portfolios and provide continuous, individualized feedback. Conversely, the CG also followed a portfolio assessment approach but relied on traditional teacher-led feedback without AI integration. The study employed pretests and posttests to measure AER and mindfulness levels before and after the intervention. Additionally, an attitude questionnaire was administered to the EG to assess their perceptions of AI-based portfolio assessment. Data analysis included analysis of covariance (ANCOVA), independent sample t-test, and one-sample t-test to determine the effects of the intervention. The findings indicated the potential of AI-assisted portfolio assessment in enhancing AER and mindfulness while fostering positive attitudes toward language learning. By comparing AI-integrated and traditional approaches, this study provides valuable insights into the role of AI in promoting effective and engaging learning experiences in EFL contexts.

The Effect of Parental Attention and Provision of Educational Game Tools on the Beginning Reading Ability of Children Aged 4-5 Years

This study investigates the influence of parental attention and the provision of Educational Play Tools (EPT) on the early reading skills of children aged 4-5 years. The results demonstrate that parental involvement, specifically through active participation in learning activities, significantly contributes to the creation of an environment that fosters early literacy development. Additionally, the provision of Educational Play Tools offers an interactive and engaging learning experience, which further supports the enhancement of reading skills in young children. The findings underscore the importance of a synergistic relationship between parental attention and the availability of Educational Play Tools in establishing a robust literacy foundation during early childhood. Based on these findings, it is recommended that parents increase their engagement in their children’s educational activities and provide EPT that align with the developmental needs of the child. Moreover, the study calls for policies by government and educational institutions to ensure equitable access to high-quality Educational Play Tools, thereby maximizing their impact across diverse socio-economic groups.

Levelling up learning in higher education: Gamification of in‐video components to supercharge student learning and achievement in video‐based learning

AbstractDespite the rapid growth of video‐based learning in higher education, students face challenges in sustaining their full attention on video lectures. While gamification has been used to engage students, there have been few attempts to gamify in‐video learning. The study aimed to create a gamified instructional video and examine the effects on learning. We identified gamification principles that can be incorporated to gamify in‐video components. An experiment conducted for validation purposes involved 48 undergraduate and graduate students. The results revealed that the participants who learned from the gamified instruction video (ie, experimental group, n = 23) had higher levels of necessary cognitive load required for accomplishing the given tasks than the participants who learned from a conventional video (ie, control group, n = 25). Although there was no significant difference in situational interest, the experimental group also exhibited better achievement, higher levels of intrinsic motivation, and learning satisfaction than the control group. Interview results revealed that the experimental group had a positive learning experience and clarified how the gamification strategies contributed to the outcomes. We discuss the implications of this study for research and practice. Practitioner notesWhat is already known about this topic Video‐based learning (VBL) is recognized for its ability to accommodate students with diverse educational needs, and higher education has paid attention to its accessibility. During VBL, students face challenges in sustaining their full attention on video lectures unless they are highly motivated to learn. Moreover, students lack access to receive real‐time guidance and feedback. What this paper adds We created a gamified VBL environment by embedding game elements into an instructional video. The experimental results indicated that the gamified video did not significantly increase learners' situational interest but enhanced necessary cognitive load, intrinsic motivation, learning satisfaction, and academic achievement. Interview findings supported these results, revealing that the gamified video effectively reduced unnecessary cognitive load while increasing cognitive efforts toward achieving learning objectives, thereby fostering engaging learning experiences. Implications for practice and/or policy Our attempts to create gamified instructional videos demonstrated how to enhance video lectures through gamification strategies and offered guidance for the design of gamified instructional videos. We also contributed to the exploration of gamification strategies in education and the potential of relatively underexplored gamification elements.

Comparative Study on Non-Elite Clarinet Education in China and Australia: Cultural Influences and Educational Approaches

This paper presents a comparative study of non-elite clarinet education in China and Australia, focusing on differences and similarities in historical background, teaching focus, teaching methods, and music culture. Both China and Australia were colonies of Western countries and were deeply influenced by foreign cultures, showing a cultural characteristic of the interweaving of local and foreign cultures. The differences in local culture have led to the development of a unique educational philosophy. Chinese clarinet education, influenced heavily by traditional Chinese concepts and Western classical music, emphasizes technical mastery and exam standards, while Australian clarinet education focuses on individual expression and exploring diverse musical genres. The study reveals how each system reflects cultural values and educational philosophies unique to each country. The paper proposes that combining the technical rigor of Chinese education with the creativity-oriented approach of Australian education could foster a more comprehensive and engaging learning experience for non-elite clarinet students in both countries.

Penerapan Pembelajaran Seni Berbasis Steam: Studi Kasus Pembelajaran Musik Di TK Kemala Bhayangkari 34 Kendal

This study aims to analyze the concept and practice of STEAM-based art education (Science, Technology, Engineering, Arts, and Mathematics) at TK Kemala Bhayangkari 34 Kendal. The main focus of this research is to explore how the concept of art education, specifically music, is implemented within the STEAM framework at this school, as well as to examine how the practice is carried out by the teachers. The research employs a descriptive qualitative method with a case study approach, utilizing observation, interviews, and document analysis. The findings reveal that the teachers at TK Kemala Bhayangkari 34 Kendal have a strong understanding of the STEAM concept and successfully integrate its elements into music education. The lessons include sound wave experiments, creating musical instruments from recycled materials, and the use of digital music applications to introduce technology. Despite challenges related to limited resources and varying student abilities, the STEAM-based learning practice at this school has successfully created an engaging learning experience that enhances creativity, collaboration, and problem-solving skills. This study also shows that STEAM-based learning is highly relevant for early childhood education as it helps children connect various disciplines in a fun and practical way. Based on these findings, it is recommended that the STEAM approach be further implemented in early childhood education to support the holistic development of students.

Designing for impact: a case study of UTHSC’s research impact challenge

Prompted by increasing requests for assistance with research evaluation from faculty researchers and university leadership, faculty librarians at the University of Tennessee Health Science Center (UTHSC) launched an innovative Research Impact Challenge in 2023. This Challenge was inspired by the University of Michigan's model and tailored to the needs of health sciences researchers. This asynchronous event aimed to empower early-career researchers and faculty seeking promotion and tenure by enhancing their online scholarly presence and understanding of how scholarship is tracked and evaluated. A team of diverse experts crafted an engaging learning experience through the strategic use of technology and design. Scribe slideshows and videos offered dynamic instruction, while written content and worksheets facilitated engagement and reflection. The Research Impact Challenge LibGuide, expertly designed with HTML and CSS, served as the central platform, ensuring intuitive navigation and easy access to resources (https://libguides.uthsc.edu/impactchallenge). User interface design prioritized simplicity and accessibility, accommodating diverse learning preferences and technical skills. This innovative project addressed common challenges faced by researchers and demonstrated the impactful use of technology in creating an adaptable and inclusive educational experience. The Research Impact Challenge exemplifies how academic libraries can harness technology to foster scholarly growth and support research impact in the health sciences.

Influence of conversational agent on students’ attitude toward mathematics

PurposeThere exists a phenomenon called students’ negative attitude toward mathematics, leading to a decline in students’ performance in mathematics and influencing their decisions to refrain from pursuing Science, Technology, Engineering and Mathematics (STEM) majors and careers. Studies show that using technology in education can reduce anxiety toward mathematics by increasing students’ motivation to explore and appreciate mathematics. Conversational agents (CAs), automated software that interacts with users via natural language, can be used in education to support teaching and learning. Unfortunately, despite its nearly 60-year history, the application of this technology in the education domain is still scarce. This study aims to examine the effectiveness of integrating CA on students’ attitude toward mathematics.Design/methodology/approachTo compare the impact of different teaching methods, students were randomly divided into two groups: a control group receiving only traditional classroom instruction and an experimental group receiving traditional instruction combined with interaction with a CA. After that, they participated in a five-point Likert scale questionnaire on attitude toward mathematics.FindingsThe findings revealed that integrating CA in mathematics teaching and learning significantly reduced experimental students’ anxiety toward mathematics while there was no improvement shown in the importance of mathematics.Originality/valueThe integration of features such as experiential learning, social dialogue, affective learning and scaffolding makes this CA a comprehensive tool for promoting personalized and engaging learning experiences among students thus reducing students’ anxiety and increasing their overall confidence toward mathematics.

Development of Statistical Teaching Materials using Statcal to Enhance Students' Statistical Literacy and Self-Efficacy

Purpose of the study: This study addresses the challenges of limited teaching materials and the need for innovative tools to enhance students' statistical literacy and self-efficacy by developing inferential statistics teaching materials integrated with Statcal software. The primary aim is to create and evaluate the effectiveness of these materials in improving students' skills and confidence in statistical learning. Methodology: The research employed a qualitative approach and involved collaboration with two material expert lecturers, one statistical program expert lecturer, and one student. The development process followed four stages: definition, design, development, and dissemination, ensuring a comprehensive framework for creating effective teaching resources Main Findings: Validation results showed the materials were valid with a score of 4.21, practical with an 83.72% score, and effective with an 82.4% score, all in the good category. Additionally, the teaching materials significantly improved students' statistical literacy (72.78%) and self-efficacy (73.52%), categorized as good. Novelty/Originality of this study: The utilizing interactive tools such as Statcal, students can understand statistical concepts more deeply through a practical and contextual approach. This is relevant to be applied to statistics learning in schools and universities, especially in preparing students to face the challenges of the digital data era. In addition, this study also encourages teachers to integrate technology in learning to create a more engaging and effective learning experience.

Design of an Educational Game for Children: 'Geometry Forest' Using Construct 2

Early childhood education plays a crucial role in building the foundational knowledge and skills that will be used throughout life. This study aims to design and develop an educational game titled "Geometry Forest" using Construct 2, specifically designed to help children understand basic geometry concepts through an interactive and engaging learning experience. The game integrates learning elements such as recognizing geometric shapes, identifying colors, and enhancing cognitive and motor skills, with attractive graphics and a user-friendly interface. The development process includes concept design, asset creation, implementation, and testing, involving young children to evaluate their engagement, enjoyment, and understanding of the material presented. The results show that "Geometry Forest" effectively improves understanding of geometric concepts while providing an enjoyable learning experience, making it a valuable supplementary tool for learning both at school and home, and contributing to the improvement of early childhood education quality through educational game technology.

The Relationship Between Preferred Learning Styles and Academic Achievement of Undergraduate Health Sciences Students Compared to Other Disciplines at a Middle Eastern University Utilizing the VARK Instrument.

Learning style denotes a learner's approach to acquiring, processing, interpreting, organizing, and contemplating information. VARK, formulated by Fleming and Mills (1992), assesses learning styles: Visual (V), Aural (A), Reading/Writing (R), and Kinesthetic (K). Visual learners prefer observing; Aural learners favor listening to lectures; Reading/Writing learners engage through texts and notes; Kinesthetic learners benefit from tactile activities. To compare learning style preferences of undergraduate health sciences students with other disciplines and examine the relationship between VARK scores and academic performance. A cross-sectional study of 347 undergraduate students recorded demographic data and responses to the Arabic version of the VARK questionnaire. Data were analyzed using SPSS version 27 which included descriptive and inferential statistics. Unimodal preferences were most common, ranging from 47.4% to 51.4% in the College of Health Sciences and 11.8% to 15.0% in the College of Law as the least. Quadmodal preferences were rare but more frequent in Health Sciences and Engineering. Auditory (A) was the most preferred unimodal style (Mean/SD - 3.72/2.181), while kinesthetic (Mean/SD - 0.54/.864) was the least preferred. Mann-Whitney U-test results indicated Health Sciences students scored higher in K (Z = -4.558, p<0.001) and total VARK scores (Z = -3.633, p<0.001). There was a statistically significant difference in CGPA between unimodal and multimodal learners (Z = -2.150, p=0.032), with unimodal learners ranking lower. The findings suggest that multimodal learners outperformed unimodal learners, even though unimodal learners constituted a larger group. The Health Sciences and Engineering students exhibited marginally higher Quadmodal learning preferences than other disciplines, indicating the need for comprehensive and engaging learning experiences. These results have practical implications for educators, who should consider learning styles to enhance teaching strategies, address unique student challenges, and create an inclusive educational environment.

The Role of Digital Technology in Mathematics Learning and its Impact on Learning Concepts

The development of digital technology has brought significant impact in mathematics learning, providing opportunities to improve the effectiveness and interactivity of the teaching and learning process. This study aims to explore the role of digital technology in mathematics learning and analyze its impact on learning concepts. This research uses a qualitative descriptive approach to understand the role of digital technology in mathematics learning and its impact on learning concepts. The data in this study were collected through literature study from various academic sources, such as scientific journals, textbooks, educational articles. The results show that digital technology has a very significant impact on mathematics learning. Whether in the aspect of improving students' understanding or transforming teaching methods, the use of technology is one of the main factors in modernizing education. It helps students understand complex mathematical concepts through a more interactive and visual approach, making it easier for different types of learners to comprehend. The implications of this study emphasize the importance of teacher training and policies that support the integration of technology to ensure maximum utilization in mathematics education, creating a more effective and engaging learning experience.

Effectiveness of Virtual Reality Media Assisted by Millealab on The Cognitive Abilities of Junior High School Students on The Concept of Virus

Background: Education plays an important role in shaping a highly skilled workforce. In the era of technological advancement, especially in the field of education, new opportunities are emerging for the advancement of more innovative and efficient teaching methodologies. Virtual reality (VR) stands out as an important technology in this regard. Its utilization in educational settings offers an engaging and interactive learning experience, with the potential to enhance the understanding of abstract concepts, especially in secondary school settings. Methods: The study was conducted to Class IX at SMP Muhammadiyah 1 Sukabumi with a total of 10 students. The instruments used in this study were cognitive ability questions. Data analysis using hypothesis testing through SPSS version 29. Results: the use of Virtual Reality media assisted by Millealab has an effect on the Cognitive ability of Junior High School Students on the Virus Concept with a significance value of 0.001. The average N-Gain achievement on cognitive ability indicators is 0.45 (medium). Indicator C1 (knowing) has the highest N-Gain value of 0.53 and indicator C3 (applying) has the lowest N-Gain of 0.39. Conclusion: Virtual Reality media assisted by Millealab can improve the cognitive abilities of junior high school students on the concept of viruses. Keywords : Virtual Reality; Millealab; Viruses

Analisis Efektivitas Media Quizizz dan Wordwall untuk Meningkatkan Minat Belajar Peserta Didik pada Pembelajaran PPKn Kelas IV SDN Manyaran 01

This study explores the effectiveness of Quizizz and Wordwall in enhancing fourth-grade students' interest in learning Civics Education (PPKn) at SDN Manyaran 01 using the Problem-Based Learning (PBL) model. A qualitative approach was employed, utilizing observation, interviews, and questionnaires for data collection. Descriptive statistical techniques and thematic analysis were used to analyze the data. Results show that Quizizz outperforms Wordwall in boosting students' learning interest. Quizizz's gamification features, such as leaderboards and group challenges, significantly enhance active participation. Conversely, Wordwall, while interactive and enjoyable, lacks competitive elements, resulting in a less noticeable increase in engagement. Key factors supporting Quizizz include its accessibility and competitive features that foster collaboration. However, its reliance on stable internet connectivity is a limitation. In contrast, Wordwall provides an engaging learning experience but offers less flexibility in customization. Overall, Quizizz demonstrates greater effectiveness in increasing students' interest and engagement, aligning with research that highlights the benefits of game-based tools in improving student motivation and participation. This study underscores the importance of incorporating interactive and competitive elements in educational media to optimize student involvement in the learning process.

Analisis Pembelajaran Kurikulum Merdeka Dalam Perspektif Manajemen Kurikulum Pada Jenjang Sekolah Dasar

The implementation of the Kurikulum Merdeka (Independent Curriculum) has not yet been optimized, with a notable gap in teachers' understanding of project-based curriculum enhancement. This study aims to analyze the implementation of Kurikulum Merdeka management at Wonomlati State Elementary School, examining teachers' comprehension and the impact of the curriculum on the quality of education at the school. The research adopts a qualitative approach with a descriptive method, utilizing data collection techniques such as school observations and interviews with the principal, teachers, and curriculum staff. The findings indicate that the implementation of the Kurikulum Merdeka has had a positive impact on student engagement in the learning process, including teaching methods, and has encouraged teachers' creativity in designing and delivering more engaging and student-centered learning experiences. However, the study also identifies several challenges, such as financial constraints that hinder the provision of adequate facilities and infrastructure, as well as limited parental involvement in supporting curriculum implementation. Based on these findings, the study recommends that the government provide more optimal support, including continuous teacher training and enhanced resources, to maximize the potential of the Kurikulum Merdeka. The results of this research are expected to contribute to the development of a more effective, efficient, and sustainable curriculum at Wonomlati State Elementary School and serve as a reference for other schools in implementing the Kurikulum Merdeka.

Empowering Teachers with VR Technology for Immersive Learning Experiences

Background: The study explores insights from participants' discussions on the utilization of Virtual Reality (VR) technology in education and proposes recommendations to improve teacher competence in this domain. Contribution: The aim of this study was to identify training needs and educators' preferences in effectively integrating VR tools into their teaching practices. Method: This method involves collecting statements from participants, including their reflections on the benefits and challenges of using VR in education, as well as their suggestions for improvement. Results: Through thematic analysis, key findings emerged, showing strong interest among participants in utilizing VR to create immersive and engaging learning experiences. However, participants also expressed the need for additional training to address technical challenges, develop pedagogical strategies, and align the use of VR with curriculum requirements. Conclusion: Based on these findings, recommendations for follow-up training programs include providing comprehensive training on VR use, offering hands-on practice sessions, showcasing diverse VR applications, emphasizing strategies to increase student engagement, and building ongoing professional development opportunities. By addressing these recommendations, educators can improve their competence in utilizing VR technology to create a more effective and innovative learning environment.

Industrial Implementation of Teaching Factory: Developing a Combine Brake System Simulator to Enhance Students' Creative Thinking, Skills, and Perceptions

In enhancing students' creative thinking, high-level skills, and positive perceptions in the learning process, it is essential for lecturers to implement effective teaching strategies. This study aims to describe the impact of implementing Project-Based Learning (PjBL) with an industrial Teaching Factory concept on the development of a Combined Brake System (CBS) simulator, focusing on heightening students' creative thinking, technical skills, and perceptions. The research involved 64 students over a period of 6 weeks, ensuring alignment with the expected learning outcomes of the courses. Creative thinking was measured using indicators of fluency, flexibility, and novelty. Skill indicators included completion, accuracy, and aesthetics. Perceptions were assessed based on readiness in learning, student interest, and teacher guidance. The results indicate that the application of PjBL within an industrial Teaching Factory framework significantly enhances students' creative thinking, technical skills, and perceptions of learning. Further analysis using SMART PLS revealed that creative thinking had a stronger influence on technical skills (9.425) compared to perceptions (2.824). This demonstrates the pivotal role that creative thinking plays in the development of technical abilities. The high correlation between creative thinking and skill improvement underscores the importance of fostering creativity in educational settings. Additionally, the positive student perceptions of readiness (84.20%), interest in learning (90.67%), and teacher guidance (87.75%) further confirm the effectiveness of this PjBL approach in bridging the gap between academic theory and industrial practice, providing students with a realistic and engaging learning experience.

Integrating Colombian Pacific Traditional Knowledge and Gender-Inclusive to Enhance STEM Education: The BECAP Initiative

&lt;i&gt;Background:&lt;/i&gt; Fostering students’ interest in careers in Science, Technology, Engineering, and Mathematics (STEM) is one of the main objectives of current education. However, stereotypical beliefs about STEM careers and their difficulty often exist among elementary and high school students, especially in Latin American countries where access to higher education can be complicated or seem impossible in some areas. This study aims to develop effective strategies to combat stigmas by integrating Colombian ancestral pacific traditional knowledge and biochemistry engineering and promoting STEM education in populations with limited access to higher education in Colombia. The goal is to help participants understand the broader application of science in their daily lives and communities.&lt;br /&gt; &lt;i&gt;Results: &lt;/i&gt;By integrating pacific traditional knowledge with bioprocess experiments through our culturally relevant lab box, we have fostered greater interest in STEM careers among these diverse participants. This methodology effectively bridges the gap between traditional wisdom and modern science, creating a more engaging and relatable STEM learning experience.&lt;br /&gt; &lt;i&gt;Conclusions: &lt;/i&gt;In conclusion, we have observed a noticeable shift in participants’ academic interests, and many have expressed a new enthusiasm for pursuing STEM-related careers. This project provides a highly viable and reproducible model that can be scaled to other cities or countries in Latin America, facilitating students’ initial engagement with STEM careers. Additionally, it offers scholarship opportunities for participants, enabling access to quality higher education and promoting gender inclusion in STEM fields.