Search Results (12)

This paper presents the development, implementation, and outcomes of the ELEVATE-US-UP (Engaging Learners through Exploration of Visionary Academic Thought and Empowerment in UnderServed and UnderPrivileged communities) teaching methodology, an equity-centered, culturally responsive pedagogical framework designed to enhance student engagement, academic performance, and science identity among underrepresented learners. This framework was piloted at Northern New Mexico College (NNMC), a Hispanic- and minority-serving rural institution. ELEVATE-US-UP reimagines science education as a dynamic, inquiry-driven, and contextually grounded process that embeds visionary scientific themes, community relevance, trauma-informed mentoring, and authentic assessment into everyday instruction. Drawing from culturally sustaining pedagogy, experiential learning, and action teaching, the methodology positions students not as passive recipients of content but as knowledge-holders and civic actors. Implemented across upper-level environmental science courses, the method produced measurable gains: class attendance rose from 67% to 93%, average final grades improved significantly, and over two-thirds of students reported a stronger science identity and a newfound confidence in their academic potential. Qualitative feedback highlighted increased perceptions of classroom inclusivity, community relevance, and instructor support. By centering on cultural context, student voice, and place-based application, the ELEVATE-US-UP framework offers a replicable and scalable model for educational transformation in underserved regions. Full article

Biophilic design has emerged as a multidimensional response to growing concerns about health, well-being, and ecological balance in the built environment. Despite its rising prominence, research on the topic remains fragmented across building typologies, user groups, and geographic contexts. This study presents a comprehensive review of the biophilic design literature, employing a hybrid methodology combining structured content analysis and bibliometric mapping. All peer-reviewed studies indexed in the Web of Science and Scopus were manually screened for architectural relevance and systematically coded. A total of 435 studies were analysed to identify key trends, thematic patterns, and research gaps in the biophilic design discipline. This review categorises the literature by methodological strategies, building typologies, spatial scales, population groups, and specific biophilic design parameters. It also examines geographic and cultural dimensions, including climate responsiveness, heritage buildings, policy frameworks, theory development, pedagogy, and COVID-19-related research. The findings show a strong emphasis on institutional contexts, particularly workplaces, schools, and healthcare, and a reliance on perception-based methods such as surveys and experiments. In contrast, advanced tools like artificial intelligence, simulation, and VR are notably underused. Few studies engage with neuroarchitecture or neuroscience-informed approaches, despite growing recognition of how spatial design can influence cognitive and emotional responses. Experimental and biometric methods remain scarce among the few relevant contributions, revealing a missed opportunity to connect biophilic strategies with empirical evidence. Regarding biophilic parameters, greenery, daylight, and sensory experience are the most studied parameters, while psychological parameters remain underexplored. Cultural and climate-specific considerations appear in relatively few studies, and many fail to define a user group or building typology. This review highlights the need for more inclusive, context-responsive, and methodologically diverse research. By bridging macro-scale bibliometric patterns with fine-grained thematic insights, this study provides a replicable review model and valuable reference for advancing biophilic design as an evidence-based, adaptable, and human-centred approach to sustainable architecture. Full article

With the need to ensure equitable and inclusive computer science (CS) education for K-12 students, much effort has been devoted to promoting secondary CS teachers’ practices and pedagogies. However, there is a lack of focus on elementary teachers’ experiences, especially those of teachers of color. This study stands at the intersections of Black/African American teachers teaching at an elementary school with a majority of historically underrepresented and economically disadvantaged students (Black/African Americans and Hispanic/Latinx). Using a basic qualitative approach with constant comparative analysis, this study revealed important insights regarding the professional growth manifested by six teachers of color over the course of computer science professional development and classroom implementation. Data analysis revealed five main themes reflecting the teachers’ growth: (1) Teachers reported positive outcomes including improved understanding, confidence, and intentions regarding CS integration as a result of attending PD; (2) Teachers demonstrated enhanced abilities to use a variety of tools and resources in CS teaching after PD; (3) Teachers discussed various pedagogies, including culturally and personally responsive pedagogical practices, and racial awareness to promote inclusive instruction in the classroom and used strategies to promote personal relevance more than the collective cultural values or beliefs in CS teaching specifically; (4) Teachers reported having ongoing reflections on how they can implement successful CS-integrated instruction with their enhanced knowledge and beliefs; (5) Positive student outcomes were both reported by the teachers and observed by the researchers as a result of teachers’ experimentation, which gave the teachers more confidence to enact CS teaching. Areas for improvement were also identified. This paper discussed the important implementations of fostering professional growth in teachers of color for broadening minoritized students’ participation in computing. Full article

Ecological civilization has emerged as an important component within the 14th Five-Year Plan (2021–2025) in China. As a pivotal direction of ecological development, the total number, scope, and complexity of China’s ecotourism are steadily increasing. However, systematic reviews of the relevant literature have been lacking over the past few years. This study employs CiteSpace for a visual analysis of China’s ecotourism research from 2014 to 2024 in the Web of Science Core Collections (WoSCC) database. The main findings are as follows: (1) Ecotourism research in China can be categorized into three development stages, with research groups established at leading institutions. (2) Research hotspots include case studies, management and assessment, tourist and stakeholder issues, macro and middle policy, cultural and ethical concerns. (3) “Quality” has emerged as a frontier topic; multiple disciplines, such as new technologies, pedagogy, and social governance, have contributed pathways for quality enhancement. (4) Notable research highlights include the incorporation of new elements, comparative analyses, interdisciplinary approaches, smart governance, and a broadening governance scope. (5) Research trends show increasing depth and breadth, evolving hotspots, and a growing emphasis on ecotourism management. In conclusion, ecotourism plays a crucial role in ecological, cultural, and economic sustainability. However, as demand for the development of ecotourism increases, new challenges will inevitably emerge. Therefore, it is imperative to adopt a systematic approach, leverage multidisciplinary efforts, and strengthen original theoretical research to explore more development paths and comprehensive research on ecotourism in China. Full article

This is a case study of a science professional development workshop in Nepal with 17 teacher participants from four public schools. These schools mainly served Indigenous students in elementary, middle, and high school (Grades 9 and 10). The workshop focused on educating and building science teacher leaders for culturally relevant teaching and antiracist pedagogy by valuing and integrating Indigenous leadership practices and local knowledge. The teachers participated in a 2-day workshop co-organized by the local district education office and the local high school and led by the high school principal and a U.S.-based university faculty. Data were collected during and after the workshop through field notes, audio/video recordings of some sections of the workshop, and focus group interviews with a select group of participating teachers. The analysis of the data showed (a) struggles and opportunities to prioritize Indigenous science knowledge and Tharu sociocultural connections, (b) teachers seeking affirmation from principals to be science teacher leaders modeled on Indigenous leadership values, and (c) greater willingness for culturally relevant pedagogy among female and Indigenous teachers. The hope is that this paper will contribute to the value of a science teacher leadership professional development program (PD) in building awareness among science teachers about the value of culturally appropriate antiracist pedagogy in science teacher leaders. In addition, the PD also shows that science teacher leaders in Indigenous schools would benefit from the Indigenous relational model of leadership in leading their peers and students in antiracist and culturally relevant science teaching and learning. Finally, the study seems to indicate that a successful science teacher leader always incorporates local Indigenous community values, knowledge, and practices. Full article

Convergence education, driven by compelling or complex socio-scientific problems, is an approach to bring cultural relevance into secondary STEM education. National trends show the need to increase the STEM workforce by leveraging educational research and innovative practices within the secondary level to increase student interest prior to graduating high school. We introduced CReST (Culturally Relevant STEM) in a US high school pilot study. Student participants included 276 Chemistry students and 19 World History I students. The study also engaged four (4) high school teachers in chemistry and social studies with the challenge of cultural heritage conservation through the lens of the (physicochemical) life cycle of mural paintings in Europe. Teachers were provided with (1) professional development; (2) a digital curriculum; and (3) modular kits for hands-on learning. The research focused qualitatively on the experiences from the teacher and students as well as quantitatively to assess whether there was an increase in student academic performance. We found a statistically significant gain with respect to Chemistry (4.0%) and World History (13.4%) content. Students and teachers responded with overwhelming positivity in individual and focus-group interviews. This amplifies the further need of convergent educational approaches in high school STEM education to enhance engagement and increase student learning. Full article

Digitalization is a keyword in the discourse of educational science, but it is often linked to technological challenges, although digital changes occur throughout society. Therefore, STEM teachers are required to cope with technological changes in the subject, the increasing and diverse education and training technologies, and the ever-changing paths of information and communication of adolescents in their role as members of a changing society and culture. The TPACK-model focuses educators’ professional knowledge based on teachers’ expertise concerning technological knowledge per se and the pedagogy and content of their subjects. In contrast, knowledge relevant to daily life and social and cultural interaction beyond this is not clearly included in the TPACK-model at present. This article proposes supplementing the TPACK-model with the knowledge components of digital cultural transformations (digitality) and, therefore, extending the TPACK-model to a DPACK-model, where D stands for digitality. Therefore, digital transformation in STEM teaching requires additional professional knowledge considering the transformation of communication, mediatization and society. Through this expansion, the focus should also be directed on the necessity that children and young people in the digitally shaped world must also be able to critically reflect on the processes of change and shape them in an ethically responsible manner. For this reason, teachers require professional knowledge to reflect, analyze, use and shape the digital transformation, which is regularly demanded of them by national and international educational standards. As a foundation of STEM teachers’ education and training, an integrated model combining these facets of knowledge and skills is provided for discussion, and, as a result, quickly found its way into the educational policy guidelines and educational science discourses in Germany. In order to integrate the sociocultural consequences of digitalization into TPACK, this paper proposes a new hemisphere, sociocultural knowledge, which extends the existing TPACK components. Full article

Although African American educators strive to ameliorate racist and/or sexist barriers to learners’ science engagement in U.S. education, examples of applications of culturally relevant science instruments to measure African American learners’ engagement in science are hard to find in the literature. Inaccurate perceptions about student engagement in science education continue to exist, including assumptions about the prevalence and effects of low socioeconomic status, limited content knowledge, and a lack of interest or motivation of African American learners compared to white learners. Most exemplars of student engagement in science focus on the cognitive, behavioral, and social mores of white, male, cisgender, middle-class learners and their reactions to teacher pedagogy. This article reports on a qualitative study of three African American female and male secondary science educators’ narratives of “engagement” in science amongst systemic inequities in the northeastern and southeastern U.S. regions. To better understand African American learners’ science engagement, I combined socially transformative science curriculum approaches for African American students using five types of mastery with the concepts of culturally relevant science pedagogy as the facilitator of racial equity. A critical-arts-based research methodology was used to craft participants’ autobiographical data and drawings into a literary métissage of the participants’ experiences, memories, and culturally relevant pedagogical strategies. Themes included: (1) teachers’ recognition that their interest and positionality impacted their engagement in science; (2) their understanding of how identifying as scientists informed their career choices and modes of participation; and (3) their observations about how mentoring and vision influenced students’ attitudes about engaging in science. The major finding was that critical incidents that teachers experienced when they were students in K-20 schools influenced how they became engaged in science and constructed their culturally relevant practices as science educators. The implications of this finding for pre-service and teacher leadership development for equitable teaching and learning will be discussed, and recommendations for using culturally relevant science practices and navigating power dynamics will be provided. Full article

If there is one major aspect that calls for science education reform in both Costa Rica and the United States have in common is that in both countries, science teachers are expected to establish an inclusive environment where students feel free to engage in discussions and investigations of real-world (socially relevant) issues. However, one aspect that teacher education programs in both countries have also in common is taking for granted the complexity of developing a teacher identity with the kind of cultural awareness, relevant pedagogy and content knowledge, and positionality necessary to meet the ambitious calls for science education reform. In our study, we sought to contribute to the understanding of these issues by assisting 17 pre-service high school science teachers in Costa Rica explore how their identity development and positionality might impact their abilities to establish culturally inclusive and socially relevant science classrooms. To this end, we offered participants culturally and socially relevant science teaching and curriculum development workshops for the last year and a half of their teacher professional program. Findings from the project’s first phase of analysis indicate significant growth in the participants’ identity development as culturally inclusive teachers responsible for making the science curriculum relevant for everyone. Full article

This study is concerned with the persistent underperformance of secondary school students in Nigeria in physics. The study was conducted in two phases. Phase one was a survey of difficult concepts in physics, while phase two explored the potency of culturo-techno-contextual approach (CTCA) in breaking the barriers to meaningful learning of refractive indices, which ranked the most difficult concept in phase one of the study. A total of 1621 SS3 students from Nigeria and Ghana participated in the survey phase. The second phase employed a mixed-methods approach (quasi-experimental and interviews) with a total of 205 SS1 students. The control group was taught with the lecture method and had 96 students (54 males; 42 females), while the experimental group, taught with CTCA, had 109 students (65 females; 44 males). Both groups had a pretest and posttest using the achievement test in refractive indices; treatment lasted four weeks. Data gathered in the survey were analyzed using mean rank analysis, and refractive indices was perceived as the most difficult to learn. Phase two data were analyzed using one-way ANCOVA since intact classes were used. The result obtained showed that the experimental group performed better (mean for experimental = 15.49; control 11.97; F (1, 202) = 64.48; p < 0.01)) than the control group. Implications of the study are highlighted and the need for further studies is recommended. Full article

The COVID-19 global pandemic presented unprecedented challenges to K-16 educators, including the closing of educational agencies and the abrupt transition to online teaching and learning. Educators sought to adapt in-person learning activities to teach in remote and hybrid online settings. This study explores how a partnership between middle and high school teachers in an urban school district and undergraduate STEM mentors of color leveraged digital tools and collaborative pedagogies to teach science, technology, and engineering during a global pandemic. We used a qualitative multi-case study to describe three cases of teachers and undergraduate mentors. We then offer a cross-case analysis to interpret the diverse ways in which partners used technologies, pedagogy, and content to promote equitable outcomes for students, both in remote and hybrid settings. We found that the partnership and technologies led to rigorous and connected learning for students. Teachers and undergraduates carefully scaffolded technology use and content applications while providing ongoing opportunities for students to receive feedback and reflect on their learning. Findings provide implications for community partnerships and digital tools to promote collaborative and culturally relevant STEM learning opportunities in the post-pandemic era. Full article

This paper examines two sets of interrelated issues informing contemporary discussions on Islam and education that take place within both Muslim majority and minority contexts. The first set of issues concerns the academic conceptualisation of the study of education within diverse historical and contemporary Islamic cultural, intellectual, political, theological and spiritual traditions. After a critical examination of the current literature, the paper suggests that ‘Islamic Education Studies’ offers a distinctive academic framing that incorporates an interdisciplinary empirical and scholarly inquiry strategy capable of generating a body of knowledge and understanding guiding the professional practice and policy development in the field. Lack of conceptual clarity in various current depictions of the field, including ‘Muslim Education’, ‘Islamic Pedagogy’, ‘Islamic Nurture’ and ‘Islamic Religious Pedagogy’, is outlined and the frequent confusion of Islamic Education with Islamic Studies is critiqued. The field of Islamic Education Studies has theological and educational foundations and integrates interdisciplinary methodological designs in Social Sciences and Humanities. The second part of the inquiry draws attention to the lack of new theoretical insights and critical perspectives in Islamic Education. The pedagogic practice in diverse Muslim formal and informal educational settings does not show much variation and mostly is engaged with re-inscribing the existing power relations shaping the society. The juxtaposition of inherited Islamic and borrowed or enforced Western secular educational cultures appears to be largely forming mutually exclusive, antagonistic and often rigid ‘foreclosed’ minds within contemporary Muslim societies. The impact of the educational culture and educational institutions on the formation of resentful Islamic religiosities and the reproduction of authoritarian leadership within the wider mainstream Muslim communities have not been adequately explored. The study stresses the need to have a paradigm shift in addressing this widely acknowledged educational crisis. The formation of a transformative educational culture remains the key to being able to facilitate reflective and critical Muslim religiosities, and positive socio-economic and political change in Muslim majority and minority societies. This inquiry explores a significant aspect of this crisis by re-examining the degree to which Islamic and Western, liberal, secular conceptions and values of education remain irreconcilably divergent or open to a convergent dialogue of exchange, reciprocity and complementarity. The originality of the paper lies in offering a critical rethinking of Islamic Education through mapping the main relevant literature and identifying and engaging with the central theoretical issues while suggesting a new academic framing of the field and its interdisciplinary research agenda. Full article