American Journal of STEM Education
type: channel
description: American Journal of STEM Education: Issues and Perspectives is a multidisciplinary peer-reviewed journal that publishes empirical research, reviews, and practitioner opinions related to issues and perspectives in science, technology, engineering, and mathematics education. Published by the Star Scholars Press, the journal undergoes peer review through a blind process, utilizing a national and international editorial board and peer reviewers.
publisher: STAR SCHOLARS PRESS
language: en
publication name: American Journal of STEM Education
issn: 3065-1190
copyright: Copyright (c) [year] [author] This work is licensed under a Creative Commons Attribution 4.0 International License. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. https://creativecommons.org/licenses/by/4.0
items: AI-enhanced pedagogical practices and mathematical language proficiency in STEM education
items: Prerequisite chemistry knowledge as a predictor of senior high school students’ achievement in thermochemistry
items: Teachers’ voices from the global south
items: STEM education
items: STEAM education and its implications for 21st century skills development in Timor-Leste
items: Language choice and students’ performance in mathematics and science
items: Effects of translanguaging on science literacy among high school students
items: Integrating the "A" in STEAM
items: STEAM education
items: Addressing structural and pedagogical challenges in STEM higher education
items: Speaking science in a foreign tongue
items: Total quality management and educational innovation in primary and secondary education
items: Digital transformation as a catalyst for enhancing business agility in the service sector
items: Visual narratives in environmental education
items: English language teaching and the integration of technology in the Mexican educational system
items: Toward verifiable human provenance in digital ecosystems
items: Bridging metacognition and performance
items: Developing a heatmap rubric to assess meaningful learning
items: Pedagogical quality of science and mathematics teachers across Pakistan
items: Examining the effects of experiential science education in middle school classrooms
items: Factors impinging on science teaching and learning at the College of Education in Ghana
items: Towards a new education through AI
items: Multidimensional Analysis of University Students’ Subject Perceptions
items: Shaping learning in 3D
items: Artificial intelligence in interdisciplinary project-based learning
items: Lessons Learned from Replicating a Graduate STEM Mental Health Initiative at an Urban HBCU
items: Reforming higher education for graduate employability in Nigeria
items: Preparing the STEM workforce for the global semiconductor industry
items: Rethinking internationalization in STEM
items: Supplemental instruction leader development and student learning in a historically Black college context

AI-enhanced pedagogical practices and mathematical language proficiency in STEM education
type: item
description: This study investigates the effectiveness of AI-enhanced pedagogical practices on improving the mathematical language proficiency of senior high school students in Ghana. The current research adopted a quantitative cross-sectional design, where the structural equation modeling approach was used on a sample size of 360 participants, to investigate digital literacy and learning engagement as partial mediators. As expected, results from this study show that AEPP, DL, and LE are statistically significant positive predictors of students’ MLP. Additionally, digital literacy and learning engagement play a mediating role in the relationship between the AI-supported instruction and the proficiency outcomes. The findings highlighted the importance of integrating adaptive AI tools to enhance the digital literacy of the students as well as their learning engagement to improve the mathematical communication and reasoning of the senior high school students.
subject: STEAM Education: Hearing the Voices from the Global South
  topic: section
subject: AI-enhanced pedagogical practices
  topic: keywords
subject: digital literacy
  topic: keywords
subject: learning engagement
  topic: keywords
subject: mathematical language proficiency
  topic: keywords
subject: STEM education
  topic: keywords
subject: structural equation modeling
  topic: keywords
subject: SEM
  topic: keywords
subject: AEPP
  topic: keywords
creator: Isaac Davor
creator: Fracis Ohene Boateng
rights: Copyright (c) 2026 Isaac Davor, Francis Ohene Boateng https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 237
ending page: 262
doi: 10.32674/6h0e3376

Prerequisite chemistry knowledge as a predictor of senior high school students’ achievement in thermochemistry
type: item
description: This study examined whether students’ mastery of prerequisite chemistry concepts predicts their achievement in thermochemistry. Using a quantitative correlational design, data were collected from 90 second-year science students in public senior high schools in the Cape Coast Metropolis, Ghana. Prerequisite knowledge was measured using a Prerequisite Concepts Achievement Test (PCAT), while thermochemistry achievement scores were obtained from continuous classroom-based assessments. Data were analyzed using descriptive statistics and Pearson’s product–moment correlation. Results revealed a very strong positive and statistically significant relationship between prerequisite knowledge and thermochemistry achievement (r = .953, p < .001). The coefficient of determination (r² = .908) indicates that mastery of foundational concepts accounts for a substantial proportion of variance in thermochemistry performance. These findings reinforce the hierarchical nature of chemistry learning and underscore the importance of diagnostic assessment, curriculum sequencing, and targeted remediation in strengthening students’ conceptual readiness for advanced chemistry topics.
subject: STEAM Education: Hearing the Voices from the Global South
  topic: section
subject: thermochemistry achievement
  topic: keywords
subject: Prerequisite knowledge
  topic: keywords
subject: chemistry education
  topic: keywords
subject: senior high school students
  topic: keywords
subject: conceptual understanding
  topic: keywords
subject: foundational concepts
  topic: keywords
subject: STEAM education
  topic: keywords
subject: Chemistry Education
  topic: disciplines
subject: STEM Education
  topic: disciplines
subject: Science Education
  topic: disciplines
subject: Secondary Education
  topic: disciplines
subject: Educational Assessment
  topic: disciplines
creator: Kenneth Hayford
creator: Dennis Yeboah Asiamah
rights: Copyright (c) 2026 Kenneth Afedzi Hayford, Dennis Yeboah Asiamah https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 53
ending page: 71
doi: 10.32674/pzhze917

Teachers’ voices from the global south
type: item
description: This study examines how six chemistry teachers in Yogyakarta, Indonesia, implemented project-based STEAM learning to enhance chemical literacy and creativity within systemic constraints. Using a qualitative case study with semi- structured interviews analyzed thematically, teachers reported challenges such as limited time, inadequate laboratory facilities, uneven student readiness, and partial expertise in STEAM integration. They addressed these issues through virtual titrations, microscale buffer experiments, chemistry comics, natural indicators, and professional collaboration. Students demonstrated increased engagement, creativity, and critical reasoning, although macro–micro–symbolic translation remained difficult. The study introduces the R³ mechanism (Representations, Resources, and Rubrics) as vital for maintaining rigorous chemistry instruction in resource-limited environments, emphasizing both teacher agency and structural support.
subject: STEAM Education: Hearing the Voices from the Global South
  topic: section
subject: STEAM education
  topic: keywords
subject: project-based learning
  topic: keywords
subject: chemical literacy
  topic: keywords
subject: Global South
  topic: keywords
subject: Teacher strategies
  topic: keywords
subject: Education (Educational Studies / Education Research / Education Sciences)
  topic: disciplines
subject: Science Education
  topic: disciplines
subject: inclusive education
  topic: disciplines
creator: Farhatul Uyun
creator: Jamil Suprihatiningrum
rights: Copyright (c) 2026 Farhatul Uyun, Jamil Suprihatiningrum https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 263
ending page: 288
doi: 10.32674/cw0wbr16

STEM education
type: item
description: STEM education is crucial for nations aiming to develop knowledge-based economies and enhance global competitiveness. To effectively leverage 21st-century technological advancements, safeguard national security, and address global challenges such as climate change and food insecurity, a significant improvement in the quality of STEM education policies and practices is essential. Successful implementation requires a thorough understanding of STEM’s core principles, philosophical foundations, practical applications, and relevant policy frameworks. This critique paper examines the status of key strengths and weakness of the diverse STEM education policies and practices implemented across developed nations. It intends to address the global knowledge and awareness deficit and improve understanding, about the importance of strategically investing in high-quality STEM education, particularly among developing countries.
subject: STEM & Internationalization
  topic: section
subject: STEM Education
  topic: disciplines
creator: Sirak Tsegaye Yimer
rights: Copyright (c) 2025 American Journal of STEM Education https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 119
ending page: 114
doi: 10.32674/691y6h68

STEAM education and its implications for 21st century skills development in Timor-Leste
type: item
description: This literature review examines recent global research on STEAM education (Science, Technology, Engineering, Arts, and Mathematics) and its relevance for strengthening 21st-century skills in Timor-Leste. Although the national curriculum is undergoing modernization, STEAM approaches remain limited in classroom practice. Studies published between 2020 and 2025 indicate that STEAM learning enhances critical thinking, creativity, problem-solving, collaboration, and student engagement. The evidence further highlights that successful implementation depends on teacher professional development, interdisciplinary pedagogy, and adaptation to local contexts. Overall, the findings suggest that integrating STEAM approaches could support the development of innovative and competitive learners in Timor-Leste, while also providing a foundation for future research on contextually appropriate teaching practices and sustainable educational improvement.
subject: STEAM Education: Hearing the Voices from the Global South
  topic: section
subject: STEAM education
  topic: keywords
subject: 21st-century skills
  topic: keywords
subject: curriculum reform
  topic: keywords
subject: teacher development
  topic: keywords
subject: Timor-Leste
  topic: keywords
subject: educational innovation
  topic: keywords
subject: student engagement
  topic: keywords
creator: João Mariano Helder de Deus
rights: Copyright (c) 2026 João Mariano Helder de Deus https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 100
ending page: 113
doi: 10.32674/jjawkp10

Language choice and students’ performance in mathematics and science
type: item
description: In Pakistan’s post‑colonial multilingual context, language in education remains sensitive and complex. Most learners use their mother tongue at home, Urdu functions as the national lingua franca, and English, an official language, serves widely as the Language of Instruction (LoI) in private schools. These overlapping roles shape classroom interaction and student performance. This paper examines how language practices in Pakistani schools, particularly consistency across textbooks, instruction, and assessment, affect achievement in science and mathematics. Findings draw on a nationally representative sample of 15,391 students and 589 teachers from 153 elementary schools, using student achievement tests and classroom observations. Students exposed to consistent language use performed significantly better than those experiencing inconsistent language use in both subjects (p<0.001). The results show that language consistency, alongside school systems and teaching quality, influences performance, with effects strongest in classrooms with relatively better teaching quality.
subject: STEAM Education: Hearing the Voices from the Global South
  topic: section
subject: Evidence from Pakistan
  topic: keywords
subject: language of instruction
  topic: keywords
subject: multilingual society
  topic: keywords
subject: observation study
  topic: keywords
subject: STEM disciplines
  topic: keywords
subject: student learning
  topic: keywords
subject: teaching quality
  topic: keywords
creator: Sadia Muzaffar Bhutta
creator: Aisha Naz Ansari
creator: Sohail Ahmad
creator: Barkat Ali
rights: Copyright (c) 2025 American Journal of STEM Education https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 289
ending page: 316
doi: 10.32674/pgf3k964

Effects of translanguaging on science literacy among high school students
type: item
description: This study examined the effects of translanguaging on science literacy among Grade 10 students in a multilingual Philippine classroom. Seventy-eight participants were assigned to a translanguaging instruction group (n=39), integrating Filipino and English, or a monolingual instruction group (n=39). ANCOVA results showed significantly higher post-test science literacy scores for the translanguaging group (adjusted M=37.21, SE=0.64) than the monolingual group (adjusted M=29.13, SE=0.64), F(1,75)=79.64, p<.001, partial η²=.515, controlling for pre-test scores. No significant interaction with language proficiency emerged (F(1,73)=0.36, p=.549). Cognitive engagement also showed a significant main effect (F(2,70)=3.26, p=.044, partial η²=.085). Findings indicate that translanguaging enhances science literacy across proficiency levels, with cognitive engagement moderating outcomes, supporting its adoption in linguistically diverse classrooms.
subject: STEM Education (regular)
  topic: section
subject: cognitive engagement
  topic: keywords
subject: language proficiency
  topic: keywords
subject: multilingual education
  topic: keywords
subject: science literacy
  topic: keywords
subject: translanguaging
  topic: keywords
subject: science education
  topic: disciplines
creator: Christian Genesis Guinto
rights: Copyright (c) 2026 Christian Genesis Guinto https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 227
ending page: 241
doi: 10.32674/sjz1hy05

Integrating the "A" in STEAM
type: item
description: This paper explores the integration of the arts ("A") into STEM education through stop-motion animation projects. Stop motion is a dynamic, hands-on medium for students to visually represent complex scientific, technological, engineering, and mathematical processes. By combining storytelling, artistic design, and scientific knowledge, students deepen their understanding of abstract concepts while enhancing creativity and collaboration. One project example illustrates how students model neuronal signal transmission using hand-built neuron models and stop-motion techniques. Additional project ideas are provided to demonstrate the broad applicability of stop-motion across STEM fields. This study highlights the benefits of incorporating artistic expression into STEM education, promoting deeper conceptual understanding and higher student engagement.
subject: STEAM Education: Hearing the Voices from the Global South
  topic: section
subject: Interdisciplinary learning
  topic: keywords
subject: Project-based learning
  topic: keywords
subject: STEAM education
  topic: keywords
subject: Stop motion animation
  topic: keywords
subject: Visual storytelling
  topic: keywords
creator: Angela McDaniel
rights: Copyright (c) 2026 Angela McDaniel https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 204
ending page: 213
doi: 10.32674/tta28c71

STEAM education
type: item
description: This article presents a reflective dialogue on the special issue of the American Journal of STEM Education, which addresses STEAM education from a Global South perspective. This work challenges the traditional and technocratic views of education and proposes a more critical, inclusive, and interdisciplinary approach. It highlights the importance of empowering underrepresented communities, especially women and girls, through an education connected to the cultural and social realities of their territories. Likewise, the authors argue that STEAM education can become a form of resistance against new expressions of colonialism and inequality. The article emphasizes the need to strengthen public policies, teaching innovation, and academic collaboration in order to build fairer and more transformative educational models and bridges in response to contemporary challenges such as artificial intelligence, climate change, and technological inequalities.
subject: STEAM Education: Hearing the Voices from the Global South
  topic: section
subject: Academic collaboration
  topic: keywords
subject: critical education
  topic: keywords
subject: higher education
  topic: keywords
subject: STEAM education
  topic: keywords
subject: teaching innovation
  topic: keywords
creator: Oswaldo Castro-Romero
creator: Emerson Montaña Narváez
creator: Mariana Betzabeth Pelayo Pérez
creator: Abril Saknycte Orozco Salcedo
rights: Copyright (c) 2026 Oswaldo Castro-Romero, Emerson Montaña Narváez, Mariana Betzabeth Pelayo Pérez, Abril Saknycte Orozco Salcedo https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 1
ending page: 10
doi: 10.32674/2sbqe519

Addressing structural and pedagogical challenges in STEM higher education
type: item
description: Science, Technology, Engineering, and Mathematics (STEM) education is an important component in enhancing innovation, economic growth and general development of Ghana. However, higher education institutions in Ghana face many challenges that hinder the effective delivery and advancement of STEM programs. Through a comprehensive literature review, this study explores the challenges that Ghana’s STEM Higher education faces. The study examines the causes and implications of these challenges and offers recommendations for improving them. The findings highlight inadequate infrastructure, lack of skilled teachers, outdated curriculum and lack of financing and research as challenges faced in STEM higher education in Ghana. It recommends the need for policy reform, teacher training, curriculum reforms and design, gender representation and infrastructural development to bridge gaps in STEM education and ensure equitable access and quality. The study may be relevant to STEM policymakers, researchers and educators.
subject: STEM Education (regular)
  topic: section
subject: STEM
  topic: keywords
subject: Ghana
  topic: keywords
subject: Higher Education
  topic: keywords
subject: Structural challenges
  topic: keywords
subject: pedagogical challenges
  topic: keywords
subject: STEM Education
  topic: disciplines
subject: Higher education
  topic: disciplines
creator: Vida Bugri
rights: Copyright (c) 2025 American Journal of STEM Education https://creativecommons.org/licenses/by/4.0
date: 2026-03-12
publication date: 2026-03-12
starting page: 77
ending page: 90
doi: 10.32674/bb7dfa66

Speaking science in a foreign tongue
type: item
description: The internationalization of STEM education has significantly transformed academic discourse in U.S. universities. However, research on how non-native English-speaking STEM students navigate linguistic challenges remains limited. This gap is especially important given that over half of the international students in the U.S. are enrolled in STEM fields, where technical language adds complexity to academic communication. Drawing on Communication Accommodation Theory and translingual perspectives, this study examines how international STEM graduate students navigate language barriers at their host institutions. Through in-depth interviews with 10 international graduate students from Africa and Asia, our analysis reveals systemic challenges, including inadequate institutional support and integration difficulties.
subject: STEM & Internationalization
  topic: section
subject: Academic challenges, International students, Linguistic adaptation, Plurilingualism, STEM education
  topic: keywords
creator: Wilhelmina Antwi
rights: Copyright (c) 2026 American Journal of STEM Education
date: 2026-03-07
publication date: 2026-03-07
starting page: 87
ending page: 98
doi: 10.32674/3ad6hy78

Total quality management and educational innovation in primary and secondary education
type: item
description: This systematic review examines Total Quality Management (TQM) and educational innovation in primary and secondary education (P&SE). Following PRISMA, 30 Scopus-indexed studies were selected and synthesized through affinity diagramming and thematic analysis. Six interlinked themes emerged: school leadership, stakeholder collaboration, technology adoption, quality assurance, teacher development, and school policy. Quality assurance and school leadership appeared most often; the remaining themes worked as supporting conditions. The review proposes a TQM-Driven Educational Innovation Model and discusses what the findings mean for STEM schooling, where strong quality cultures, inquiry-based teaching, and shared leadership are especially important. The paper offers practical guidance for school leaders and policymakers, with particular attention to the conditions that help STEM-related reforms last over time.
subject: STEM Education (regular)
  topic: section
subject: Total Quality Management
  topic: keywords
subject: Educational Innovation
  topic: keywords
subject: Systematic Review
  topic: keywords
subject: Primary and Secondary Education
  topic: keywords
subject: STEM Schooling
  topic: keywords
subject: Education
  topic: disciplines
subject: Educational Management
  topic: disciplines
subject: Educational Policy
  topic: disciplines
subject: Educational Leadership
  topic: disciplines
creator: Eleni Theodoropoulou
creator: Evangelos Psomas
creator: Nancy Bouranta
rights: Copyright (c) 2026 Eleni Theodoropoulou, Evangelos Psomas, Nancy Bouranta https://creativecommons.org/licenses/by/4.0
date: 2026-05-25
publication date: 2026-05-25
starting page: 177
ending page: 203
doi: 10.32674/nbhcew94

Digital transformation as a catalyst for enhancing business agility in the service sector
type: item
description: Grounded in Dynamic Capabilities and Resource-Based View (RBV) theory, this study explores how digital transformation influences business agility in the service sector through the mediating effects of business performance and competitive advantage. To test the hypothesized model, cross-sectional data were purposively collected from 394 respondents across five diverse service sectors (i.e., education, Healthcare, Bank and Financial Institutions, Hospitality, and IT) operating in the Kathmandu Valley. The data were analyzed using SmartPLS 4.0. The findings indicate that digital transformation, business performance, and competitive advantage are significant predictors of business agility. Further, business performance and competitive advantage mediated the interplay between digital transformation and business agility. This study advances the digital transformation study by integrating strategic management principles to explain business agility drivers, emphasizing technology, talent, customer focus, and policy support to strengthen competitiveness in the service sector.
subject: STEM Education (regular)
  topic: section
subject: Business agility, business performance, competitive advantage, digital transformation, service sector
  topic: keywords
subject: Interdisciplinary STEM Education
  topic: disciplines
creator: Ujjwal Bhattarai
creator: Arhan Sthapit
creator: Baburam Timsina
creator: Oshin Gurung
rights: Copyright (c) 2026 Mr., Prof. Dr., Assistant Professor, Miss https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 152
ending page: 186
doi: 10.32674/7nvdmw20

Visual narratives in environmental education
type: item
description: This article examines the relationship between art, ecology, and education in the context of the Anthropocene, focusing on visual narratives as ethical-political devices oriented toward environmental justice. The study adopts a qualitative, interpretive approach based on a semiotic-discursive analysis of three short films produced by students in the course Art, Nature, and Ecology at the Autonomous University of Nayarit. The findings show that the process of creating these audiovisual works enabled students to construct a visual and sonic grammar through which they represent the socio-environmental crisis as a structural, everyday, and normalized phenomenon, articulated through aesthetics of devastation, slow violence, and critiques of anthropocentrism. In addition, aesthetic and narrative resources mobilize affective and sensory dimensions that foster the development of critical environmental awareness. In this sense, audiovisual production functions as a pedagogical device that not only represents ecological crisis but makes it perceptible, promoting reflection, memory, and collective responsibility.
subject: STEAM Education: Hearing the Voices from the Global South
  topic: section
subject: Antropoceno
  topic: keywords
subject: Educación ambiental
  topic: keywords
subject: Justicia ambiental
  topic: keywords
subject: narrativas visuales
  topic: keywords
subject: pedagogía basada en el arte
  topic: keywords
subject: conciencia ecológica
  topic: keywords
subject: Anthropocene
  topic: keywords
subject: environmental education
  topic: keywords
subject: visual narratives
  topic: keywords
subject: art-based pedagogy
  topic: keywords
subject: ecological awareness
  topic: keywords
subject: environmental justice
  topic: keywords
subject: Arte
  topic: disciplines
subject: Educación ambiental
  topic: disciplines
subject: Ecología
  topic: disciplines
subject: Sociales y humanidaes
  topic: disciplines
creator: Mariana Betzabeth Pelayo Pérez
creator: Christian Leobardo Martínez Aguilera
creator: Cinthya Magally Gómez Sánchez
rights: Copyright (c) 2026 Mariana Betzabeth Pelayo Pérez, Christian Leobardo Martínez Aguilera, Cinthya Magally Gómez Sánchez https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 132
ending page: 154
doi: 10.32674/dqv9yn20

English language teaching and the integration of technology in the Mexican educational system
type: item
description: One hundred years after the inclusion of English in Mexican basic education, and despite advances in technology for language teaching, Mexicans' proficiency in English language remains limited. Given that English is taught as a second language in Mexico, what explains the lack of English language proficiency among Mexicans despite the advancements in educational technology for language teaching? Considering that educational policies guide the national educational progress, this historical-descriptive research aims to contextualize English language teaching in Mexico and its political and technological trajectory. To this end, an analysis of the background and technological integration of English language teaching in Mexican public Education was conducted. As a result, a historical classification is proposed as a basis for analyzing public policies and developing educational strategies.
subject: STEAM Education: Hearing the Voices from the Global South
  topic: section
subject: Enseñanza del Inglés
  topic: keywords
subject: México
  topic: keywords
subject: Tecnología
  topic: keywords
subject: Política Pública
  topic: keywords
subject: Análisis Histórico
  topic: keywords
subject: Educación Pública
  topic: keywords
subject: English language teaching
  topic: keywords
subject: historical analysis
  topic: keywords
subject: public education
  topic: keywords
subject: public policy
  topic: keywords
subject: technology
  topic: keywords
subject: Educational Policy
  topic: disciplines
subject: English Teaching
  topic: disciplines
creator: Abril Saknycte Orozco Salcedo
rights: Copyright (c) 2026 Abril Saknycte Orozco Salcedo https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 72
ending page: 99
doi: 10.32674/vhs5v424

Toward verifiable human provenance in digital ecosystems
type: item
description: The exponential growth of automated identities and generative AI content has triggered a multidimensional crisis of epistemic trust, economic asymmetry, and ecological strain. This paper introduces the World Population Identifier (WPI), a neutral, privacy‑preserving, and interoperable socio‑technical framework designed to restore verifiable human provenance across digital ecosystems, enable consent‑based mechanisms for presence‑derived value, and reduce incentives for uncontrolled bot proliferation. The architecture integrates national attestation anchors, decentralized identifiers, verifiable credentials, and post‑quantum cryptography with selective disclosure mechanisms. Beyond its technical design, the WPI incorporates governance principles of neutrality, transparency, and Global South leadership, alongside explicit environmental accountability. Educationally, it advances epistemic literacy through STEAM‑oriented curricula that equip learners to critically assess provenance and resist disinformation. By situating the framework within diverse contexts, the study contributes to theory and practice, offering a pathway toward sustainable identity infrastructures and inclusive digital trust.
subject: STEAM Education: Hearing the Voices from the Global South
  topic: section
subject: Digital identity
  topic: keywords
subject: Human provenance
  topic: keywords
subject: Generative AI
  topic: keywords
subject: Bots and automated agents
  topic: keywords
subject: Epistemic trust
  topic: keywords
subject: Digital governance
  topic: keywords
subject: Sustainable digital infrastructure
  topic: keywords
subject: STEA
  topic: disciplines
subject: computer science
  topic: disciplines
subject: Education / Educational Technology / Intercultural and Global Studies/ AI Ethics and Sustainability
  topic: disciplines
subject: Social Sciences
  topic: disciplines
creator: Alberto Rafael Roman Soltero
rights: Copyright (c) 2026 Alberto Rafael Roman Soltero https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 114
ending page: 131
doi: 10.32674/me354486

Bridging metacognition and performance
type: item
description: This study investigates the efficacy of a Writing-to-Learn Pedagogy (WTLP) intervention in fostering critical thinking among underrepresented STEM students at an Historically Black College and University (HBCU). Utilizing Ennis’s (1987) taxonomy, the research employed a qualitative descriptive design to evaluate shifts in dispositions and abilities through reflective journaling and writing-to-explain within a hybrid industrial electricity course. Findings from two cohorts of 23 students revealed significant growth in analytical thinking, inquisitiveness, and confidence in reasoning. However, the generalizability of these findings is limited by the small sample size and single-institution design. Notably, the integration of structured learning plans bridged the gap between metacognitive awareness and applied problem-solving performance. This research provides empirical evidence for asset-based instructional strategies implemented within the distinctive context of HBCU STEM education, contributing to the preparation of a competent and diverse STEM workforce.
subject: STEAM Education: Hearing the Voices from the Global South
  topic: section
subject: Critical Thinking
  topic: keywords
subject: writing to learn
  topic: keywords
subject: STEM Education
  topic: keywords
subject: Writing-to-learn pedagogy
  topic: keywords
subject: culturally responsive pedagogy
  topic: keywords
subject: HBCU
  topic: keywords
subject: pedagogy
  topic: keywords
subject: STEM Education
  topic: disciplines
subject: Interdisciplinary STEM Education
  topic: disciplines
subject: Teaching and learning
  topic: disciplines
creator: Jie Ke
creator: Francis Tuluri
creator: Wei Zheng
rights: Copyright (c) 2026 Jie Ke, Francis Tuluri, Wei Zheng https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 214
ending page: 236
doi: 10.32674/f5cqte11

Developing a heatmap rubric to assess meaningful learning
type: item
description: In the evolving landscape of education, understanding how different modalities of course delivery impact student learning is crucial. Anderson’s (2003) Interaction Equivalency Theorem (IET) provides a guideline for designing effective interactions in distance learning. Anderson’s theorem states that deep and meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher, student–student, or student–content) is at a high level. High levels of more than one interaction mode may provide a more satisfying educational experience, although these experiences may not be as cost- or time-effective. While Anderson’s theorem was based on distance education, it can be extended to hybrid and traditional learning. The IET, as further discussed by Garrison (2017), emphasizes that a balance of student–content, student–student, and student–teacher interaction can lead to meaningful learning.
subject: STEM Education (regular)
  topic: section
subject: Heatmap Rubric
  topic: keywords
subject: Meaningful Learning
  topic: keywords
subject: Interaction Equivalency Theorem
  topic: keywords
subject: Three-way Interaction
  topic: keywords
subject: Educational Assessment
  topic: disciplines
creator: Adam Chekour
creator: Suguna Chundur
rights: Copyright (c) 2026 Adam Chekour, Suguna Chundur https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 133
ending page: 148
doi: 10.32674/qpnjjr41

Pedagogical quality of science and mathematics teachers across Pakistan
type: item
description: This study examines the pedagogical quality of science and mathematics teachers across Pakistan using observational data. A large-scale, cross-sectional classroom observation study was conducted with 589 science and mathematics teachers across 153 elementary schools. The findings reveal overall weak pedagogical quality among teachers. However, teachers in private schools, female teachers, and those teaching early grades demonstrate relatively better pedagogical practices. Female teachers, in particular, show greater attention to student interaction and instructional strategies. The study also highlights a tendency among teachers to prioritise content delivery as subject complexity increases, often at the expense of pedagogical quality. The findings have implications for teacher training and professional development in Pakistan, highlighting the need to strengthen pedagogical content knowledge through continuous professional learning and participatory instructional strategies.
subject: STEM Education (regular)
  topic: section
subject: Pedagogical quality
  topic: keywords
subject: Science teaching
  topic: keywords
subject: Mathematics teaching
  topic: keywords
subject: Nationwide study
  topic: keywords
subject: Observational study
  topic: keywords
subject: Pakistan
  topic: keywords
creator: Sadia Muzaffar Bhutta
creator: Sohail Ahmad
creator: Aisha Naz Ansari
creator: Afaq Ahmed
rights: Copyright (c) 2026 Sadia Muzaffar Bhutta, Sohail Ahmad, Aisha Naz Ansari, Afaq Ahmed https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 227
ending page: 250
doi: 10.32674/s4xywt33

Examining the effects of experiential science education in middle school classrooms
type: item
description: This study investigated the impact of experiential science education on middle school teachers’ practices and efficacy, as well as students’ attitudes toward science. Teachers from four northeast Louisiana schools participated in a university-led professional development focused on the use of technology, data collection, and analysis through innovation in learning science, including school-based weather stations. Mixed methods were employed to examine classroom discourse and learning experiences within an interdisciplinary framework. Before intervention, analyses revealed no significant difference among schools, but showed varied (or heterogeneous) improvements afterward, demonstrating the site-specific/contextual effectiveness of the intervention. Post-hoc analyses revealed within-school variations across efficacy measures. Overall, findings post-intervention indicated reduced student anxiety toward science, enhanced perceptions of the societal value of science, and increased interest in pursuing science. The results highlight the potential of innovative, cross-disciplinary, experiential approaches to strengthen both teaching practices and student engagement in science education.
subject: STEM Education (regular)
  topic: section
subject: citizen science
  topic: keywords
subject: experiential education
  topic: keywords
subject: mixed-method approach
  topic: keywords
subject: place-based learning
  topic: keywords
subject: science education
  topic: keywords
creator: Saswati Majumdar
rights: Copyright (c) 2026 Saswati Majumdar https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 201
ending page: 226
doi: 10.32674/m38kqg15

Factors impinging on science teaching and learning at the College of Education in Ghana
type: item
description: This study examined institutional, instructional, and resource-related factors affecting the teaching and learning of Integrated Science in Ghanaian Colleges of Education. Using a sequential explanatory mixed-methods design, data were collected from 543 teacher trainees, 33 tutors, and 36 administrators across six colleges through questionnaires, interviews, and focus groups. Quantitative findings identified insufficient instructional time, limited teaching and learning resources, and inadequate practical opportunities as major challenges, whereas syllabus coverage, assessment techniques, and tutors’ beliefs had limited influence. Qualitative findings expanded these results by revealing inadequate laboratories, obsolete equipment, and competing co-curricular activities that constrained science instruction. Integrated findings showed that lecturers and administrators adopted adaptive strategies such as demonstrations, improvisation of materials, and the use of national service personnel despite persistent institutional constraints. The study concludes that improving instructional time, infrastructure, and practical resources is essential for strengthening science teacher education in Ghana.
subject: STEM Education (regular)
  topic: section
subject: Colleges of Education
  topic: keywords
subject: Educational Resources
  topic: keywords
subject: Instructional Time
  topic: keywords
subject: Integrated Science
  topic: keywords
subject: Teacher Trainees
  topic: keywords
subject: Science Education
  topic: keywords
creator: Ebenezer Appah Bonney
rights: Copyright (c) 2026 Ebenezer Appah Bonney https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 179
ending page: 200
doi: 10.32674/hq94mm69

Towards a new education through AI
type: item
description: In this study, we examine the impact of artificial intelligence on the teaching process–learning through an empirical investigation of a smart platform developed by university students as part of a project designed to support all learners, including those with autism. To identify the characteristics of this new form of so-called smart education, six semi-structured interviews were conducted with engineering students who created the integrated AI platform. The designers highlighted the benefits of personalized, automated education tailored to individual needs. This approach paves the way for an educational system in which technology helps to maintain motivation while redefining teacher roles. Finally, we present the results and highlight both the limitations of AI and those of the study itself.
subject: STEM Education (regular)
  topic: section
subject: artificial intelligence in education
  topic: keywords
subject: new smart education
  topic: keywords
subject: platform
  topic: keywords
subject: skills
  topic: keywords
subject: teacher
  topic: keywords
subject: Education (Educational Studies / Education Research / Education Sciences)
  topic: disciplines
creator: Wafa Hmissi
rights: Copyright (c) 2026 Dr Wafa Hmissi https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 201
ending page: 218
doi: 10.32674/m8aa5648

Multidimensional Analysis of University Students’ Subject Perceptions
type: item
description: In this study, principal component analysis (PCA) was applied to survey data to examine the conscious and unconscious attributes university students associate with various academic subjects. The analysis produced 20 principal components, with five showing eigenvalues above 0.1 and the cumulative explained variance reaching 80% by the tenth component. The first component revealed a contrast between memorization-oriented and rule-based subjects, while the second distinguished humanities from sciences. Higher-order components reflected evaluative dimensions of academic engagement, mid-level components represented broader epistemological orientations, and lower-order components captured relational and interpersonal perceptions of subjects. Overall, the findings highlight the value of adopting holistic and interdisciplinary perspectives to improve educational guidance and practices across diverse academic fields.
subject: STEM Education (regular)
  topic: section
subject: Subject Perception
  topic: keywords
subject: Holistic Learning
  topic: keywords
subject: Principal Component Analysis (PCA)
  topic: keywords
subject: educational research
  topic: disciplines
creator: Noboru Sakai
rights: Copyright (c) 2026 American Journal of STEM Education https://creativecommons.org/licenses/by/4.0
date: 2026-03-12
publication date: 2026-03-12
starting page: 24
ending page: 48
doi: 10.32674/jfvms992

Shaping learning in 3D
type: item
description: This study examines the integration of 3D printing in science education through a qualitative review of ten studies published between 2015 and 2025. The analysis identifies key educational, pedagogical, and technological components supporting curricular integration in basic education. Findings reveal three convergent patterns: strong grounding in constructivist and maker-centered pedagogies; consistent short-term gains in conceptual understanding, spatial reasoning, modeling, and transversal competencies; and limited evidence regarding long-term transferability, scalability, and equity impact. Across cases, 3D printing functions as a cognitive mediator that enables students to embody abstract concepts through iterative design and physical artifacts. Effective implementation depends on structured instructional sequences, teacher mediation, curricular alignment, and sustainable institutional support. Overall, 3D printing emerges as a powerful pedagogical resource that enhances knowledge construction, student motivation, and the acquisition of twenty-first-century competencies.
subject: STEAM Education: Hearing the Voices from the Global South
  topic: section
subject: 3D printing
  topic: keywords
subject: active learning
  topic: keywords
subject: learning inquiry-based
  topic: keywords
subject: science education
  topic: keywords
subject: STEM education
  topic: keywords
subject: Science Education
  topic: disciplines
subject: STEAM Education
  topic: disciplines
subject: 3D printing
  topic: disciplines
creator: Ana Rosa Barrón-Hernández
creator: Oswaldo Castro-Romero
creator: Francisco Antonio Horta-Rangel
creator: Mario Humberto Ramírez-Díaz
rights: Copyright (c) 2026 Ana Rosa Barrón-Hernández, Oswaldo Castro-Romero, Francisco Antonio Horta-Rangel, Mario Humberto Ramírez-Díaz https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 31
ending page: 52
doi: 10.32674/sdn45214

Artificial intelligence in interdisciplinary project-based learning
type: item
description: This study explores undergraduate perceptions of generative artificial intelligence (AI) within interdisciplinary Project-Based Learning (PBL) in biological sciences courses for non-STEM majors at a Latin-Caribbean university. Using a mixed-methods design, a multidimensional questionnaire assessed five dimensions of AI interaction—cognitive processes, functional interaction, social mediation, personal empowerment, and bridging disciplines—while anecdotal observation cards provided qualitative insights. Analyses confirmed the robustness of the framework, with Functional Interaction valued highest and Social Mediation lowest. Narratives revealed heterogeneous practices, from critical validation to uncritical dependency, and highlighted creative resistance to AI. Findings suggest that AI enhances technical accuracy and student autonomy but requires deliberate pedagogical scaffolding to strengthen collaboration and foster meaningful interdisciplinary integration in higher education contexts.
subject: STEM Education (regular)
  topic: section
subject: Artificial Intelligence in Education
  topic: keywords
subject: Project-Based Learning (PBL)
  topic: keywords
subject: Non-STEM Higher Education
  topic: keywords
subject: Interdisciplinary Integration
  topic: keywords
subject: Collaboration Challenges
  topic: keywords
subject: Digital Literacy
  topic: keywords
subject: Functional Interaction
  topic: keywords
subject: Epistemic Engagement
  topic: keywords
subject: STEM Education
  topic: disciplines
subject: interdisciplinarity
  topic: disciplines
subject: Project-Based Learning
  topic: disciplines
subject: Artificial Intelligence in Education
  topic: disciplines
creator: Bonny M. Ortiz-Andrade
creator: Arnulfo Rojas-Pérez
creator: María P Ortiz-Andrade
rights: Copyright (c) 2026 American Journal of STEM Education https://creativecommons.org/licenses/by/4.0
date: 2026-03-12
publication date: 2026-03-12
starting page: 1
ending page: 24
doi: 10.32674/hb1g4f42

Lessons Learned from Replicating a Graduate STEM Mental Health Initiative at an Urban HBCU
type: item
description: Graduate science, technology, engineering, and mathematics (STEM) students face significant mental health challenges, yet little research examines how well-being interventions transfer across institutional contexts. This study uses an implementation science lens to examine lessons learned from replicating the Mental Health Opportunities for Professional Empowerment in STEM (M-HOPES) initiative at an urban Historically Black University. Employing a cross-sectional mixed-methods design, baseline survey data from 24 STEM students and faculty were analyzed descriptively and thematically to assess contextual fit, engagement, and structural barriers. Findings indicate that financial precarity, institutional overload, and mentoring variability shape program feasibility and student resilience. This study offers one of the first empirical examinations of replicating a graduate STEM mental health initiative within an urban HBCU, advancing implementation science by identifying structural and cultural conditions that influence intervention sustainability.
subject: STEM Education (regular)
  topic: section
subject: Graduate student mental health, STEM education, Resilience and well-being, Inclusive mentoring, Mixed-methods evaluation, and HBCU
  topic: keywords
subject: STEM
  topic: disciplines
subject: public health
  topic: disciplines
subject: Higher Education
  topic: disciplines
creator: Phronie Jackson
creator: Victoria Revelle
creator: James Maiden
rights: Copyright (c) 2026 Phronie Jackson, PhD, MPH, Victoria Revelle, MPH, MHFA, James Maiden, Ed.D., LPC, NCC, ACS https://creativecommons.org/licenses/by/4.0
date: 2026-03-20
publication date: 2026-03-20
starting page: 135
ending page: 146
doi: 10.32674/j249fq38

Reforming higher education for graduate employability in Nigeria
type: item
description: Nigeria’s persistent graduate unemployment and skills mismatch underscore the urgent need to reform higher education to better align with labor market demands. This study explores policy directions to strengthening industrial–institutional collaboration as a pathway to improving graduate employability. Guided by the Sen–Bourdieu Analytical Framework and a critical structural philosophy, it adopts a qualitative research design involving semi-structured interviews with students from three tertiary institutions in Lagos State and analysis of key education policy documents. Findings reveal three interlinked challenges: weak and short-term industry partnerships, outdated and theory-heavy curricula with limited practical exposure, and fragmented policy implementation arising from poor coordination and underfunding. The study recommends the establishment of Industry Skills Councils, expansion of internship schemes, and fiscal incentives for industry engagement, alongside the upgrading of polytechnics to degree-awarding status.
subject: STEAM Education: Hearing the Voices from the Global South
  topic: section
subject: Graduate employability
  topic: keywords
subject: higher education
  topic: keywords
subject: industrial-institution collaboration
  topic: keywords
subject: policy reform
  topic: keywords
subject: skill development
  topic: keywords
subject: Sen Bourdieu analytical framework
  topic: keywords
creator: Temiloluwa Emmanuel Joshua
creator: Olalekan Adeyinka
rights: Copyright (c) 2026 Temiloluwa Emmanuel Joshua, Olalekan Adeyinka https://creativecommons.org/licenses/by/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 11
ending page: 30
doi: 10.32674/hrmf4b38

Preparing the STEM workforce for the global semiconductor industry
type: item
description: The global semiconductor industry has become central to economic competitiveness, technological innovation, and national security. As governments invest heavily in semiconductor manufacturing and supply chain resilience, higher education institutions play a critical role in preparing a globally competent STEM workforce. This study presents a case study of two public higher education institutions in New York State that developed international education initiatives to support workforce development in the emerging semiconductor ecosystem. Through partnerships with universities in key semiconductor regions, including South Korea and Taiwan, the program integrates STEM education, international learning, and industry engagement.
subject: STEM & Internationalization
  topic: section
subject: STEM education
  topic: keywords
subject: global semiconductor
  topic: keywords
subject: ecosystem
  topic: keywords
subject: international education
  topic: keywords
subject: national security
  topic: keywords
creator: Joshua S. McKeown
rights: Copyright (c) 2026 American Journal of STEM Education
date: 2026-03-07
publication date: 2026-03-07
starting page: 41
ending page: 50
doi: 10.32674/7k29aw23

Rethinking internationalization in STEM
type: item
description: Internationalization in higher education is often framed as universally beneficial, yet scholars increasingly highlight its entanglement with colonial legacies and structural inequities. This study examines how equity-driven internationalization is enacted within U.S. STEM broadening participation programs led by two foreign-born women serving as principal investigators of National Science Foundation–funded initiatives. Guided by Critical Narrative Inquiry, the study draws on in-depth interviews to explore how their leadership practices challenge deficit-oriented perspectives and promote inclusive pathways for historically underrepresented students in STEM. Findings reveal that relational leadership, community accountability, and epistemic pluralism shape mentoring and program design, aligning with decolonial perspectives on internationalization.
subject: STEM & Internationalization
  topic: section
subject: Whiteness as Futurity
  topic: keywords
subject: STEM Broadening Participation
  topic: keywords
subject: decolonial internationalization
  topic: keywords
subject: strengths-based leadership
  topic: keywords
subject: STEM education
  topic: keywords
subject: Higher Education
  topic: disciplines
subject: Educational Policy
  topic: disciplines
subject: Educational Leadership
  topic: disciplines
creator: Mohammadali Dabiri
rights: Copyright (c) 2026 American Journal of STEM Education
date: 2026-03-07
publication date: 2026-03-07
starting page: 99
ending page: 118
doi: 10.32674/gr5ede63

Supplemental instruction leader development and student learning in a historically Black college context
type: item
description: This mixed-methods study examines Supplemental Instruction (SI) Leader experiences at a Historically Black College or University during the transition to virtual learning. Using a convergent design, data from undergraduate SI Leaders (N = 10) were collected via the SILVP Inventory. Quantitative results indicated strong perceived student learning, moderate leader development, and more variable program logistics. Qualitative findings highlighted interconnected themes of student engagement, leadership growth, and challenges in virtual delivery. Integrated results suggest that SI operates as a reciprocal system in which facilitating peer learning supports leader development. This study advances a conceptual double-impact model, positioning SI as a socially mediated learning environment that co-produces student outcomes and leadership development within culturally affirming institutional contexts.
subject: STEM Education (regular)
  topic: section
subject: culturally responsive pedagogy; HBCU; peer leadership; professional development; STEM education; Supplemental Instruction; virtual learning
  topic: keywords
subject: STEM Education,
  topic: disciplines
subject: Higher Education
  topic: disciplines
subject: Learning Sciences
  topic: disciplines
subject: Peer-Assisted Learning
  topic: disciplines
subject: Supplemental Instruction
  topic: disciplines
creator: Lisa Brown
rights: Copyright (c) 2026 Lisa Brown https://creativecommons.org/licenses/by/4.0
date: 2026-05-21
publication date: 2026-05-21
starting page: 147
ending page: 170
doi: 10.32674/751yyw40