Search Results (139)

This study presents a vertically integrated Project-Based Learning (PBL) and Community-Based Learning (CBL) framework that connects postgraduate and undergraduate programs in Applied Chemistry and Agricultural Engineering. Postgraduate students synthesized zeolite-based materials for nutrient recovery, which were subsequently applied by undergraduate students in field trials conducted in collaboration with rural farming communities. The project was evaluated using rubrics, surveys, focus groups, and reflective journals. Results demonstrated substantial development of technical, communication, and critical thinking skills, with students highlighting the value of linking theory to practice. Community feedback confirmed the perceived benefits of the material for soil improvement and fertilizer efficiency, while also underscoring the need for sustained engagement. Despite challenges such as curricular coordination and resource constraints, the model effectively fostered interdisciplinary learning and social impact. These findings highlight the contribution of this sequentially instructional design to STEM education by connecting research, teaching, and outreach within a constructivist, sustainability-oriented approach. Full article

Integrating information and communication technology (ICT) into STEM education enhances instructional quality and cultivates students’ interdisciplinary problem-solving. STEM teachers’ attitudes—driven by perceived ease of use (PEOU) and perceived usefulness (PU)—are pivotal in ICT adoption, and pre-service training offers a vital opportunity to shape these attitudes. Yet, empirical studies investigating how specific training strategies influence ICT attitudes via PEOU and PU remain scarce. Using a mixed-methods approach combining questionnaires and interviews, the results indicate that pre-service training significantly improved STEM teachers’ attitudes toward ICT-enhanced teaching. Socially interactive strategies (role models and collaboration) enhanced attitudes via PEOU by boosting confidence and reducing technology-related anxiety, cognitive design strategies (reflection and instructional design) operated through PU by emphasizing ICT’s pedagogical value, and experiential feedback strategies (authentic experience and feedback) influenced attitudes through both PEOU and PU, fostering integrated technical and pedagogical development. These findings support an integrated SQD–TAM framework and provide practical guidance for designing pre-service STEM teacher programs to promote sustained ICT adoption in China, and meanwhile highlights the importance of strategically sequencing training to cultivate both technological competence and pedagogical insight among future STEM educators. Full article

Early childhood educators are integral to shaping the knowledge, values, skills, and behaviors of young children, which in turn contribute to a more sustainable future. This qualitative evaluation reports on a three-year community of practice of 15 early educators focusing on land-based pedagogy in early education for sustainability contexts. Findings suggest participation influenced educators’ dispositions, knowledge, and teaching practices (their ways of being, knowing, and doing). Educators also provided insight into elements that made this form of professional learning impactful. We offer reflections regarding the use of the community of practice approach, stemming from these findings, which may be useful for other providers in their efforts to plan, implement, and evaluate professional learning for early education for sustainability in culturally responsive and sustaining ways. Full article

Educational reforms increasingly require teachers to implement innovations, yet these efforts often remain unsustainable. Effective implementation is closely tied to continuous professional development and learning (CPDL). This study explores how a CPDL path supports the transition from current teaching practices to enhanced instructional methods that integrate a STEM innovation focused on improving students’ spatial ability—a critical cognitive skill linked to STEM success, especially in early education. While professional development (PD) can foster practices that support spatial thinking, few studies have examined how teacher learning translates into measurable student gains. This study evaluates the impact of a CPDL program that combined expert-led workshops with Lesson Study (LS), a collaborative and reflective approach. The program was tailored to 24 female STEM teachers whose profiles showed limited cognitively active learning opportunities for students. Pre- and post-intervention assessments measured changes in student performance across three spatial components: visualization, mental transformation, and orientation. Students in Grades 1–3 showed statistically significant gains (p < 0.00001), with the strongest improvement in spatial visualization. Grade 3 students made the largest relative gains, indicating developmental readiness. Findings highlight the value of stepwise preparation and leadership support in innovation implementation, offering strong empirical evidence that LS-based CPDL improves both teaching and student cognitive outcomes. Full article

Project-based learning provides a common context for STEM education at all educational levels. However, before future chemistry teachers can implement it in their teaching, they need to have experience in completing complex projects by themselves. According to previous research, an engineering perspective in STEM projects has been difficult to implement. Therefore, this design-based research project focuses on producing pedagogical resources for conducting STEM projects based on authentic engineering practices. Through three-cycle design research, we crafted Excel templates that support a step-by-step framework for completing complex engineering projects and an evaluation matrix that includes formative and summative tools. The design solutions were validated through empirical problem analysis, which yielded qualitative insights into the possibilities and challenges of the produced tools. From this data, we formulated five best practices for teachers to focus on achieving successful project outcomes, with priority being to support the progress of the engineering approach and support it via guidance and peer collaboration. For future chemistry teachers, artificial intelligence tools offer support, especially for hardware assembly and software coding. The research produced educational artifacts that support conducting STEM projects in higher education and insights into their best practices. Since design solutions are based on research and real-life engineering practices, they are useful for all fields in higher education that conduct STEM projects and aim to teach authentic engineering skills. Full article

Science remains a foundational component of STEM education; however, its impact is constrained by a persistent shortage of qualified science teachers in U.S. high schools, particularly in the discipline of physics. This shortage has led to the widespread placement of teachers without subject-specific degrees or formal teaching credentials in physics classrooms. To mitigate this long-standing challenge, there is a critical need for sustained professional learning opportunities that enhance the content knowledge and pedagogical skills of out-of-field physics teachers. This case study examines the impact of teacher disposition on learning outcomes among participants in a three-year, targeted, and intensive physics professional development (PD) program. Using a qualitative data collection process, this study found that teachers who demonstrated a positive disposition toward the PD program exhibited notable gains in physics content knowledge, adopted student-centered instructional approaches, and reported increased self-efficacy in teaching physics compared to their less positively disposed counterparts. The findings underscore the need to consider and address teacher disposition as a mediating factor in the effectiveness of professional development for educators. The implications highlight the critical role of teacher disposition in shaping their learning outcomes, emphasizing the need to engage educators’ beliefs, motivations, and attitudes within supportive, reflective learning environments. By embedding dispositional awareness into PD frameworks, program designers can enhance and foster more meaningful and sustained teacher benefits. Full article

Modern technologies, tools, and services are rapidly penetrating life, requiring a radical shift in traditional education and the rapid implementation of interdisciplinary STEM (science, technology, engineering, and mathematics) learning approaches. Hence, numerous studies have been initiated to explore key aspects of modern STEM methods and existing opportunities for their evaluation, personalization, and optimization. The article presents results from qualitative research conducted through semi-structured interviews with schoolteachers who have experience in implementing innovative STEM methods in their educational practice. The focus of the study is on the qualitative analysis of modern methods and good practices applied in teaching STEM subjects in Bulgaria. The formulated research questions address the readiness to apply STEM educational methods in Bulgarian schools, focusing on prerequisites such as institutional support, availability of technology infrastructure and resources, and teachers’ competencies. Additionally, these research questions aim to explore teachers’ views on modern teaching methods and approaches currently utilized in STEM education, as well as their perceived effectiveness, engagement, and applicability. The key themes and insights that emerged from the interviews also shed light on the state-of-the-art of STEM education in Bulgarian schools and the current use of teaching methods and techniques for STEM education. The findings revealed that teachers miss time in the curriculum dedicated to STEM lessons and need more integrated learning resources and additional qualifications to apply STEM methods effectively. The interpretation of results analyzes the significance of the findings and their implications for teaching practices and policies in STEM education. Full article

This study presents a systematic review of the literature on teaching techniques that enhance student motivation and academic performance across basic, secondary, and higher education levels. The review is grounded in the distinction between intrinsic and extrinsic motivation, highlighting their decisive roles in engagement and achievement. The analysis focuses on active learning methodologies such as project-based learning, collaborative learning, gamification, and flipped classrooms. It identifies the mechanisms by which each approach fosters students’ interest, sense of competence, and persistence. Four international databases were consulted, and studies published between 2000 and 2024 reporting quantitative measures of motivation and/or performance were selected. Five investigations met all eligibility criteria and were assessed for methodological quality. The results indicate moderate motivational effects, especially when interventions last at least eight weeks, provide frequent feedback, and place students at the center of authentic problem-solving. Greater gains were also observed in STEM disciplines and in contexts that encourage peer collaboration. Based on these findings, practical recommendations are proposed for educators: structure interdisciplinary projects, incorporate playful elements in the initial stages of formal education, combine autonomous work with small-group discussions, and use data analysis tools to deliver personalized feedback. The study concludes that adopting diverse, student-centered pedagogical practices enhances motivation and academic achievement, leading to deeper and more lasting learning outcomes. Full article

This study explores the integration of 3D printing technology by adult learners in Greek Second Chance Schools (SCS), institutions designed to address Early School Leaving and promote Lifelong Learning. Grounded in constructivist and experiential learning theories, the research examines adult learners’ attitudes toward 3D printing technology through a hands-on STEM activity in the context of teaching scientific literacy. The instructional activity was centered on a physics experiment illustrating Archimedes’ principle using a multimodal approach, combining 3D computer modeling for visualization and design with tangible manipulation of a printed object, thereby offering both digital and Hands-on learning experiences. Quantitative data was collected using a structured questionnaire to assess participants’ perception toward the 3D printing technology. Findings indicate a positive trend in adult learners’ responses, finding 3D printing accessible, interesting, and easy to use. While expressing hesitation about independently applying the technology in the future, overall responses suggest strong interest and openness to using emerging technologies within educational settings, even among marginalized adult populations. This work highlights the value of integrating emerging technologies into alternative education frameworks and offers a replicable model for inclusive STEM education and lays the groundwork for further research in adult learning environments using innovative, learner-centered approaches. Full article

The Cultural STEM Night (CSN) initiative was developed to address the persistent lack of culturally relevant STEM teaching materials, which often contributes to student disengagement—particularly among underrepresented populations. This study examined the impact of the CSN program on enhancing STEM affinity and cultural intelligence (CQ) among American and Korean teacher candidates. Over six weeks, participants engaged in synchronous workshops, virtual cultural exchanges, and collaborative STEM lesson design integrating Korean cultural contexts. Quantitative analysis of pre- and post-program surveys using the STEM Affinity Test and Cultural Intelligence Scale revealed statistically significant improvements across all subdomains of STEM affinity (identity, interest, self-concept, value, and attitudes) and in most dimensions of CQ (metacognitive, cognitive, and behavioral). However, motivational CQ did not show significant gains, likely due to limited student interaction time during the event. Qualitative data from written reflections and focus group discussions supported these findings, indicating increased instructional adaptability, cultural awareness, and confidence in designing inclusive STEM lessons. These results demonstrate the transformative potential of interdisciplinary, culturally immersive programs in teacher education. The CSN model, supported by digital collaboration tools, offers a scalable and effective approach to preparing educators for diverse classrooms. Findings underscore the importance of integrating culturally responsive teaching into STEM education to promote equity, engagement, and global competence. Full article

In alignment with global educational trends, Australia has adopted a pluralistic approach to initial teacher education (ITE), encompassing traditional university-based programs, employment-integrated models and vocational training routes. This diversification of pathways has emerged as a strategic response to persistent workforce challenges, including chronic shortages, uneven distribution of qualified educators, and limited demographic diversity within the profession. Rather than supplanting conventional ITE models, these alternative pathways serve as complementary options, broadening access and enhancing system responsiveness to evolving societal and educational needs. The rise in non-traditional routes represents a deliberate response to the well-documented global teacher shortage, frequently examined in comparative educational research. Central to their design is a restructuring of traditional program elements, particularly duration and delivery methods, to facilitate more flexible and context-sensitive forms of teacher preparation. Such approaches often create opportunities for individuals who may be excluded from conventional pathways due to socioeconomic constraints, geographic isolation, or non-linear career trajectories. Significantly, the diversity introduced by alternative entry candidates has the potential to enrich school learning environments. These educators often bring a wide range of prior experiences, disciplinary knowledge, and cultural perspectives, contributing to more inclusive and representative teaching practices. The implications for student learning are substantial, particularly in disadvantaged communities where culturally and professionally diverse teachers may enhance engagement and academic outcomes. From a policy perspective, the development of flexible, multifaceted teacher education pathways constitutes a critical component of a sustainable workforce strategy. As demand for qualified teachers intensifies, especially in STEM disciplines and in rural, regional and remote areas, the role of alternative pathways is likely to become increasingly pivotal in achieving broader goals of equity, quality and innovation in teacher preparation. Full article

The shortage of skilled professionals in technical fields is further compounded by a lack of qualified teachers in STEM subjects, particularly in craft education, which is vital for developing technical competencies at the elementary level. The present study investigates the professionalisation of teachers in craft education and explores the prevalence and reasons for out-of-field teaching across three German federal states. The data presented herein were collected through an online survey administered in 2023 among teaching professionals in Mecklenburg-Vorpommern, Sachsen, and Thüringen. The questionnaire was disseminated via head teachers to 1467 elementary schools, yielding a self-selection sample of 284 craft education teachers. The survey incorporated both closed- and open-ended questions, encompassing inquiries into teacher qualifications, subject-specific competence, and lesson planning. Quantitative data were analysed descriptively. The evaluation of open-ended responses employed a content-structuring content analysis approach, utilising categories that were inductively developed. The findings indicate that a considerable proportion of craft education is taught by educators who lack formal qualifications, thereby giving rise to concerns regarding the quality of instruction. The underlying factors contributing to this phenomenon include teacher shortages, personal interests, prior experience, and limited professional development opportunities. The findings emphasise the pressing necessity for enhanced teacher education and targeted training programmes to bolster instructional quality in technically oriented subjects. Full article

This study examines students’ perceptions of the subjects geography, mathematics, and computer science in integrated science, technology, engineering, and mathematics (STEM) lessons. Although the importance of an integrated approach in STEM education is emphasized, researchers are not clear about whether students perceive connections between the subjects on the one hand and subject-specific working methods and content in integrated lessons on the other. Data was collected in an integrated teaching unit on the sustainability of apples using an open-ended digital questionnaire in to two ninth grade classes in Hamburg, Germany (n = 38); this data was analyzed using qualitative content analysis. The results reveal that students perceive the subjects differently, but similarities can also be identified. While subject-specific content is perceived—such as the use of maps in geography, the calculation of volumes in mathematics, and Dijkstra’s algorithm in computer science—methodological connections, such as calculating, analyzing diagrams, or solving problems, are anchored across disciplines. This suggests that the subject-specific contents are not lost in integrating lessons, and that connections among the subjects are, to a certain extent, promoted. Full article

Scientific culture in pedagogical work involves the integration of scientific principles, values, and practices into education to promote critical thinking, evidence-based reasoning, and curiosity. It fosters an environment where students develop as independent learners, problem-solvers, and informed citizens. Teachers play a key role in cultivating this culture, acting as facilitators and guides who equip students with the tools to think critically and engage with the world scientifically. While often associated with STEM disciplines, scientific literacy extends beyond these areas, emphasizing the integration of scientifically grounded knowledge into all subject areas. To achieve this, teachers must continually enhance their own understanding and skills in scientific thinking. Staying updated with the latest scientific discoveries, critically evaluating information, and applying innovative pedagogical methods are essential. Professional development can provide a vital avenue for teachers to acquire these competencies. Approaches such as reading scientific literature, collaborating with colleagues, and attending specialized training programs can improve teaching strategies and promote scientific thinking in the classroom. This study investigated professional development programs provided for in-service teachers to understand how they contribute to fostering a scientific culture. The researchers collected data from municipalities in Latvia and online resources to summarize the information on the professional development programs provided to in-service teachers. This study examined how elements of scientific culture are reflected in teacher professional development programs in Latvia, using Merton’s CUDOS norms as an analytical framework. The acronym CUDOS refers to four foundational principles of scientific ethos: communalism, universalism, disinterestedness, and organized skepticism. These norms guided the evaluation of whether and how scientific inquiry values are embedded in the design and delivery of training programs for in-service teachers. Using quantitative and qualitative methods for data analysis, it was found that in-service teacher training in Latvia is highly eclectic and often lacks alignment with scientifically grounded principles. There are a lot of programs provided to develop transversal competencies, but very few subject-specific programs are available. The findings highlight the need for more structured and cohesive professional development programs to support in-service teachers in developing competence in cultivating scientific inquiry, nurturing curiosity, and empowering students to navigate an increasingly complex and technology-driven society. These insights offer practical implications for education policymakers and program designers aiming to enhance the scientific orientation of teacher training. By identifying specific gaps in content and alignment with scientific culture, this study provides an original contribution to the discourse on evidence-informed teacher development and supports a more conceptually grounded and equitable approach to lifelong professional learning in Latvia. Full article

This study examines critical challenges associated with religious literacy in contemporary South Korea and educational approaches to address them. By analyzing data from the Religious Literacy Survey 2023 (n = 2022), we reveal that these paradoxical attitudes stem from a declining religious literacy, manifested as limited knowledge of religious traditions and their teachings. Amid the rise in the number of the religiously unaffiliated, our analysis indicates that this trend reflects not a rejection of religion but rather an urgent need for education to enhance religious literacy. Based on this analysis, we examine religious education curricula at Dongguk and Yonsei Universities as exemplars that not only deepen students’ understanding of specific religious traditions but also help them recognize religion’s enduring relevance in addressing contemporary societal challenges. Building on these cases, while recognizing their limitations as religiously affiliated institutions, we emphasize the need for an integrated educational approach to religious literacy—one that extends beyond specific traditions and incorporates religious studies examining various dimensions of religion itself. We further suggest the broader implementation of religious literacy education across higher education institutions. Such educational approaches provide insights into fostering social cohesion and meaningful interreligious engagement in South Korea and beyond. Full article