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.
STEM education for the global semiconductor ecosystem
As countries seek to innovate and develop critical technologies such as artificial intelligence (AI), they also seek to control access to it, develop and re-shore production capacities, and outcompete rivals. This article presents a case study of two public regional higher education institutions in the United States that partner with overseas universities in key countries, building capacity for education abroad to prepare students for new opportunities in the global semiconductor industry.
Copyright (c) 2025 American Journal of STEM Education
Understanding the Barriers of Culturally Relevant, Responsive, and Equity-Centered Teaching in STEM Higher Education: Faculty Insights from the Literature
Our review examined the existing literature on faculty perceptions related to implementing CRP in STEM higher education. Following PRISMA guidelines, we synthesized peer-reviewed studies from multiple disciplines to identify the trends in faculty perspectives on barriers to adopting CRP. The findings revealed two challenges: 1) resistance to CRP from students, colleagues, and institutional structures, and 2) limited understanding and practical constraints in applying CRP, as the broad classifications of the challenges faculty face with CRP. We also discussed the implications of overcoming the barriers. The implications highlight the need for more comprehensive professional development, institutional support, and a shift in disciplinary norms. This work adds to the growing conversations to create more culturally responsive learning environments in STEM higher education.
A Pre- and Post-Pandemic Analysis of Ethnic/Racial Differences in the Mathematics Performance of Texas Grade 8 Emergent Bilingual Students: A Multiyear Comparison
In this Texas multiyear investigation, the Grade 8 STAAR Mathematics performance of Emergent Bilingual students was examined by their ethnicity/race. Five years of data, two prior to the pandemic (i.e., 2017-2018 and 2018-2019) and three post-pandemic (i.e., 2020-2021, 2021-2022, and 2022-2023), were obtained from the Texas Education Agency Public Education Information Management System and analyzed to ascertain the effects of the COVID-19 pandemic. A higher percentage of Asian Emergent Bilingual students met the Approaches Grade Level standard, followed by White, Hispanic, and Black students in every year examined except for the 2021-2022 school year, in which White students had the highest percentage of meeting the Grade 8 STAAR Approaches Grade Level standard. For the Meets Grade Level standard, higher percentages of Asian students met the standard, before and after the pandemic, with Hispanic students having the lowest percentages. For the Masters Grade Level standard, in the years following the pandemic, a higher percentage of Asian Emergent Bilingual students met the standard, except for the 2021-2022 school year. Statistically significant differences were present for each of the five years examined on the Masters Grade Level standard.
From Tool to Digitized Co-Conspirator: A Reflective Analysis of GPT-Based Engagement with Educational Equity
This essay explores artificial intelligence as infrastructure for liberatory leadership through My Partner in Equity, a custom GPT developed in 2023 and refined over 21 months. Drawing on Freire’s critical consciousness, this analysis examines how AI design paradigms can shift from architecture-style (autonomous) to equity-style (human-in-the-loop) approaches. Through documentation across three phases, findings suggest AI’s potential to facilitate transformative dialogue while supporting vocabulary development and critical consciousness. However, tensions arise around emotional authenticity, model transparency, and platform dependence. This work demonstrates “design symbiosis”—mutually beneficial relationships between humans and AI that respect human voice, emotional labor, and ethical boundaries. While acknowledging contradictions of using potentially exploitative AI for liberation goals, this analysis urges educators to view AI as partners in practice.
Empirical Evaluation of an Ethical AI Framework for STEM Education
In this paper introduces a new ethical AI framework for undergraduate STEM courses, putting a strong focus on privacy, transparency, and accountability. Our study involved 412 students across three universities over two semesters. Rather than relying solely on quantitative data, we also collected direct narratives and experiences from instructors and students through in-depth interviews and focus groups. The results clearly show that responsible design of AI not only does not reduce system performance, but also significantly improves student engagement (35%), instructor acceptance (78%), and the performance gap between students is reduced by 40%—all while maintaining the model’s predictive accuracy at 89%. This research demonstrates that AI can be designed to be both technically robust and ethically committed.
Balancing strengths and challenges in rural STEM preservice teacher education
This article explores best practices foundational to JacksTeach, a STEM teacher preparation program at Stephen F. Austin State University serving rural East Texas. Responding to high rates of uncertified STEM teachers, JacksTeach is supported by six Noyce grants through the T4 project. Its framework combines constructivist theory with early field experiences, mentoring, and community building. The program addresses rural challenges like teacher turnover and limited resources while leveraging strengths such as strong community ties. Key features include a Job Shadow program, peer and faculty mentoring, and cross-campus collaboration. Outcomes are strong: all 26 graduates earned certification, 82% entered and remained in teaching, and graduation rates exceeded peers by 10%. The study recommends strategies for rural teacher preparation.
Copyright (c) 2026 American Journal of STEM Education
Cultural diversity and artificial intelligence
AI tools are reshaping classrooms, yet many default to Western norms, which can lead to bias, language exclusion, and cultural erasure. This paper presents a workable framework for STEM educators and leaders, which involves blending ethical pluralism with inclusive, participatory design, partnering with language communities, embedding culturally grounded governance, investing in capacity building, and conducting ongoing cultural audits. Practically, this means co-creating curricula and datasets with local stakeholders, requiring multilingual and accessible AI resources, aligning policy with community values, and auditing tools before and after adoption. The result is AI use that enhances belonging, accuracy, and fairness for diverse learners while strengthening institutional accountability.
STEM education and workforce development in Africa
Africa’s pursuit of sustainable development and economic competitiveness hinges on closing the continent’s skills gap in its workforce. Central to this is Science, Technology, Engineering, and Mathematics education, a driver of innovation, industrial advancement, and global relevance. This paper examines the impediments to STEM’s transformative role in bridging the critical skills divide, including outdated curricula, limited infrastructure, inadequate teacher training, weak industry-academia linkages, and the marginalization of indigenous apprenticeship models. It highlights broader structural issues such as gender disparities, brain drain, digital inequality, and poor alignment between educational outcomes and labor market needs. It argues for a transformative, context-responsive framework that blends modern pedagogy with indigenous knowledge systems, digital fluency, and industry collaboration. Ultimately, it offers forward-looking, actionable recommendations for Africa’s future global competitiveness.
Wellness in STEM pathways: Exploring the challenges and supports for historically underserved STEM undergraduates beyond grades
Historically underserved STEM undergraduates face complex barriers affecting both success and well-being. This exploratory study, guided by the dimensions of wellness theory, examines challenges and resources across emotional, social, intellectual, environmental, and financial domains using survey data. We ask: (1) What challenges compromise wellness, and what resources support students? (2) How do students perceive institutional practices as supportive or hindering? Findings show BIPOC and gender-marginalized students often feel excluded; identity-based organizations help. First-generation students struggle with transitions but benefit from advising. Low-income students face financial barriers yet gain from affordable resources. Despite supports, confidence in institutions is low, with structural gaps persisting. We highlight implications for more intentional, equity-centered interventions in STEM.
Enhancing Student Employability through AI/ML Infused STEM Education: Interdisciplinary Case Studies from an Urban HBCU
This paper explores three case studies at Morgan State University, an urban HBCU, showcasing the integration of AI and ML in STEM education to boost student employability. Aimed at students from underrepresented backgrounds, these initiatives focus on health disparities. The first case study involves graduate public health students using AI to create emergency preparedness solutions for marginalized communities. The second features undergraduate engineering students employing ML to analyze data and develop predictive models for public health interventions. The third highlights undergraduate health education students crafting AI-driven strategies to enhance health outcomes in Baltimore City schools. Together, these cases demonstrate how AI/ML-enriched curricula promote critical thinking, interdisciplinary collaboration, and readiness for complex societal challenges.
Artificial Intelligence, Machine Learning, STEM Education, Employability Theory, Interdisciplinary Learning, Health Disparities
Engineering, Health Education, Emergency Preparedness, Public Health
This article provides a summary of the first quarter century of the UTeach secondary STEM teacher preparation program (from 1997-2022). In addition to UTeach program expansion and impact statistics, we highlight current challenges faced by secondary STEM teacher preparation programs, including overall declines in university-based enrollments. To conclude, we discuss new directions of UTeach and offer recommendations for ways that university-based stakeholders can work together with K-12 district partners to make a positive impact on teacher preparation and STEM education for the next 25 years.
Evidence-Based Innovations in STEM Teacher Preparation
Addressing STEM teacher shortages and racial disparities
This article explores how the AAMUTeach program at Alabama A&M University, the state’s largest HBCU, addresses STEM teacher shortages and racial disparities in education. Funded by a $2 million grant and modeled after the national UTeach framework, AAMUTeach enables undergraduates to earn both a STEM degree and a teaching certification in four years. The program builds on the university’s strong record of producing Black STEM graduates and uses strategies such as scholarships, support staff, and culturally relevant pedagogy. Despite initial challenges, its first semester enrolled 39 students—84% of whom are Black—showing early success. AAMUTeach offers a promising model for diversifying the STEM teaching workforce and improving outcomes for underrepresented students nationwide.
historically black college and university
This qualitative research explores an innovative instructional approach in STEM teacher preparation that situates virtual exchange (VE) and project-based learning (PBL) within an international, synchronous, middle school teaching context. The results of this study suggest that VE provides a unique opportunity to enhance teacher preparation by exposing preservice teachers (PSTs) to an instructional method that allows for authentic virtual teaching practices, fosters intercultural competence, facilitates the development of STEM pedagogical content knowledge, provides scaffolded support for multiple language learners (MLLs), and cultivates impactful global classroom interactions.
project-based learning, teacher preparation, virtual exchange, STEM
This study explains how anti-Blackness operates in secondary STEM classrooms through teacher bias and instructional practices that impact Black girls’ access and belonging. Using vignettes, we draw on our lived experiences as Black women in STEM education and apply Culturally Relevant Pedagogy (CRP) and Black Critical Theory (BlackCrit) as guiding frameworks. Two semi-biographical vignettes illustrate how Black girls are routinely framed through deficit narratives that limit their participation in advanced STEM coursework. Even equity efforts reinforce exclusion if a corresponding ideological shift does not accompany them. Our analysis highlights missed opportunities to affirm the brilliance and STEM aspirations of Black girls. We argue that CRP must be enacted through relational practices and that BlackCrit offers a necessary lens to name and disrupt the structural nature of anti-Blackness in education.
Education (Educational Studies / Education Research / Education Sciences)
STEM Education and Internationalisation: What do higher education institutions in Laos do to respond to the current global?
In an era where STEM education and research are increasingly critical for national growth and economic competitiveness, higher education institutions must equip graduates with both technical skills and global competencies. This qualitative study analyzed policy documents and perspectives of 29 leaders and academics of four public universities in Laos regarding motivations, benefits, and challenges of internationalizing STEM education. It was found that universities in Laos implemented an “open door” policy to internationalize STEM education through four main forms – student and academic mobility, research collaboration, internationalization at home and strategic partnerships. Such internationalization practices created various benefits for students, academics and institutions. These findings provide valuable implications for institutional strategies, helping them better respond to emerging trends in STEM education.
STEM education, internationalization, motivations, benefits, challenges, academics, university leaders
The Impact of Graduate Study in Japan to Higher Education Institutions in China: STEM Researchers' Postgraduation Trajectory
This study explores Chinese STEM graduates from Japanese universities who returned to China, highlighting their significant contributions to education, research, and international collaboration at home institutions. Findings reveal that returnees significantly enhance laboratory standards, graduate education quality, research, and international collaborations at their home institutions. They apply Japanese-style supervision methods, facilitate global academic partnerships, and elevate their institutions’ international standing. However, challenges persist, including limited research time, frequent evaluations, and political influences on academic exchanges. Social networks within academia also affect the implementation of new programs. Despite these challenges, returnees contribute to patent development, technological advancements, demonstrating their broader societal impact.
Institute for Transdisciplinary Graduate Degree Programs
Policy Shifts and Global Ripples: U.S. International Student Regulations and Their Impact on Global STEM Mobility
This study examines recent shifts in U.S. immigration policy, with particular attention to regulations governing the F-1 visa, and considers their implications for global STEM education and labor market dynamics. Growing uncertainty surrounding post-graduation employment and residency opportunities in the United States has led many international students to redirect their educational trajectories toward countries offering more predictable post-study pathways, including Canada, the United Kingdom, Germany, and Australia. Such patterns signal not only changes in student mobility but also broader transformations in the distribution of scientific talent, the configuration of research networks, and the capacity for innovation across national contexts.
Bridging Disciplines Across Borders: Innovations in Interprofessional Global Health Education
An innovative dual degree program in medicine and public health bridges STEM and interprofessional education across borders. Through U.S.–Mexico collaboration, students develop global health, interprofessional, and cultural competence skills. This model advances integrated health education, preparing physicians to address complex health challenges with systems-thinking and equity-driven approaches.
Population at Crossroads: An Analysis of Demographic Trends and Their Implications for National Policy in Contemporary Bhutan
Bhutan is undergoing a significant demographic transition, characterised by declining fertility rates, accelerated urbanisation, and rising outmigration. This research study examines the policy implications of these demographic shifts within the framework of Gross National Happiness (GNH) governance. The research study used a mixed-method framework and hence a mixed-method methodology, combining online quantitative methodology and online document analysis of policy papers, statistical reports, and GNH-related publications. The findings highlight critical misalignments between demographic realities and policy responses, notably in labour market shortages, youth aspirations, and elder care. Moreover, the study identifies institutional limitations in incorporating demographic evidence into governance mechanisms and highlights aspirational mobility as a significant driver of migration. By contextualising Bhutan’s experience within a global comparative framework, the research study contributes to the discourse on culturally responsive and adaptive policy innovation in emerging economies.
Faculty of Business and Law -James Cook University, Brisbane
STEM Education: A Global Imperative for National Advancement and Sustainable Development
STEM education is crucial for nations seeking to develop knowledge-based economies and boost global competitiveness. To effectively harness 21st-century technological advancements, safeguard national security, and mitigate critical global challenges such as climate change and food insecurity, a significant elevation in the quality and scope of STEM education is indispensable. Successful local implementation requires a thorough understanding of STEM’s core principles, philosophical foundations, practical applications, and relevant policy frameworks. Recognizing the principles of robust STEM education are universally applicable for national advancement. This critique paper examines the status of STEM’s foundational elements and policies across developed Asian and European nations in order to raise awareness globally, particularly among developing nations, to strategically invest in expanding quality STEM education.
As artificial intelligence (AI) chatbots become integral to higher education, this qualitative study explores how undergraduate students interact with them during business strategy tasks. Grounded in the Value-Based Adoption Model and utilizing ATLAS.ti for content and co-occurrence analysis, this study analyzes emotional tone and cognitive strategies in 15 student–AI conversations. Students who used a relational tone and followed up with questions demonstrated deeper critical thinking, whereas those who employed neutral tones and passive inquiries showed lower engagement. Co-occurrence analysis highlighted key patterns, such as neutral tone and simple inquiries. Findings suggest that socio-affective alignment in human–AI interaction fosters higher-order thinking, providing pedagogical insights into how AI integration can enhance both cognitive depth and emotional engagement in learning environments.
International and Comparative Education Educational Technology / Digital Pedagogy Global Citizenship Education / ESD Applied Linguistics / Language Education Artificial Intelligence in Education / STEM Higher Education Policy and Administration
Language Choice and Its Impact on Students’ Performance in Mathematics and Science: Evidence from a Post-colonial, Multilingual, and Developing Country
In a post-colonial multilingual society, language in education remains a sensitive and complex issue. Generally, in Pakistan, the mother tongue of the learners serves as a major mode of communication at home, while Urdu, being the lingua franca, is utilised for broader communication. English holds the status of an official language and is widely used as a Language of Instruction (LoI) in private schools. This complexity influences the dynamics of classroom instructions and students’ performance. This paper presents findings related to the language dynamics enacted in Pakistani schools, with a specific focus on consistent use of language across textbooks, instruction and assessment, and its impact on students’ performance in science and mathematics. The results are based on a nationally representative sample of 15,391 students and their 589 teachers at elementary schools (n=153). The data were gathered through achievement tests (administered to students) and observation (classroom teaching). Results revealed that students exposed to ‘consistent use of language’ performed significantly better than those who experienced ‘inconsistent use of languages’ in both subjects (p<0.001). The findings illustrated that language consistency together with school systems and teaching quality influence students’ performance; interestingly, the impact is more pronounced in classroom with relative better teaching quality.
College students' mental health well-being and their knowledge and use of self-care
There is a growing mental health crisis on U.S. college campuses. Because of stigma, costs, and limited college counseling services, this study seeks to understand how self-care can promote a college student’s mental health. This mixed-methods survey took place at a public university in the Southwestern region of the U.S. Correlational and regression analyses found that self-care was a predictor of overall mental health well-being. The findings also suggest that students believe that their culture does not support self-care. The following themes emerged: physical wellness and maintenance, emotional and mental wellness, mindfulness and spirituality, connection and relational support, creativity, expression, and enjoyment, and barriers to self-care. The researchers encourage promoting self-care and educating students about these types of practices.
This study evaluates the impact of a STEM pre-professional workshop series (STEM PPWS) designed to enhance self-efficacy, persistence, and graduate school readiness among underrepresented minority (URM) students at a historically Black college. Grounded in Social Cognitive Career Theory, the intervention consisted of sequential workshops on career development topics, including interviewing, personal statements, and identifying suitable research opportunities. A pretest‒posttest design was employed with three cohorts (N = 71) across multiple years. Results showed statistically significant gains in self-efficacy, persistence, and career aspirations. The greatest improvements were noted in personal statement and interviewing workshops. These findings underscore the importance of targeted, skill-based, and identity-affirming cocurricular programming in preparing URM students for postbaccalaureate STEM pathways.
STEM, underrepresented minorities, self-efficacy, graduate school readiness, career development, HBCU, persistence, professional preparation
This case study examines the implementation and impact of the "COIL en Clave ODS" program, focusing on the integration of artificial intelligence (AI) to enhance Collaborative Online International Learning (COIL) initiatives aligned with the Sustainable Development Goals (SDGs) in Ibero-American higher education. Developed by STAR Argentina, the program supported educators from Latin America, the Caribbean, and Spain in co-designing intercultural projects grounded in sustainability. Through AI-driven tools such as natural language processing (NLP) and interactive galleries, the initiative expanded global visibility, improved collaboration, and demonstrated the transformative potential of merging digital innovation with pedagogical reform.
Collaborative Online International Learning (COIL), Global Citizenship, Higher Education, Artificial Intelligence (AI), Sustainable Development Goals (SDGs), Intercultural Collaboration, Digital Equity
Education / Educational Technology / Intercultural and Global Studies/ AI Ethics and Sustainability
Interdisciplinary Transfer of Argumentation Skills: A Case Study on Academic Writing, Knowledge Integration, and Transferable Skills for STEM Education
This case study examines the transfer of argumentation skills from an English language development course to writing a literary research paper in a university literature course. It explores how explicit instruction in academic writing, argumentation, and intercultural awareness supports interdisciplinary learning, writing proficiency, and potential applications in STEM education. Data were collected through a personal diary and an interview. Findings suggest that structured instruction and interdisciplinary engagement help apply argumentation techniques across disciplines. The participant improved in constructing arguments, integrating evidence, and adapting writing for diverse audiences. Although based on a single case, this study highlights the pedagogical value of integrated curricula and explicit argumentation training. Future research could explore these processes across disciplines using triangulated methods.
The COVID-19 pandemic brought a profound shift in the educational landscape, especially in English as a Foreign Language (EFL) setting, as institutions rapidly transitioned from traditional classrooms to online learning environments. The development of the pandemic has induced several implications that necessitate an urgent evaluation of EFL learning strategies, technological adoption, and learner attitudes in the post-COVID era. The implicated impacts from the perspective of the Bangladeshi Tertiary EFL learners are explored in this study. Using a descriptive research design, this study collected quantitative data from a diverse group of 138 tertiary-level EFL students across 13 universities in Bangladesh. Participants were selected through convenience sampling and completed a validated and reliable 4-point Likert scale questionnaire. The data were analyzed using SPSS version 25.0, with a focus on key variables related to learning modalities, technological reliance, and EFL materials and curriculum. The findings reveal significant shifts in EFL learning dynamics, highlighting learners’ positivity on blended learning models over traditional classroom settings. Students reported greater autonomy in learning, enhanced technological affiliation, and an increased reliance on digital resources and communication tools. The identified effects suggest a need for stakeholders—educators, curriculum designers, and policymakers—to consider these evolving preferences and competencies when designing future EFL programs.
How science teacher educators reconceptualize writing within their curriculum
In this self-study, faculty in a UTeach model teacher preparation program engaged in the process of purposefully designing writing assignments and experiences for preservice teachers majoring in science disciplines. Following an iterative curriculum design process, we designed, tested, and redesigned curricular interventions to improve AUTeach students’ experience so that writing is used effectively to learn, reflect, and develop stronger identities as teachers and scientists. This study involved self-reflection as well as scaffolding writing assignments across all program courses. Authors are in the process of implementing the new writing curriculum and anticipate building a robust dataset through an analysis of student writing artifacts to demonstrate the impact of writing across the curriculum in STEM teacher preparation.
Secondary urban STEM teacher candidates’ perceptions of the impact of a culturally responsive classroom management course
The research goal was to examine the impact of a culturally responsive classroom management (CRCM) course taken concurrently with clinical teaching on the development of secondary STEM teacher candidates’ CRCM self-efficacy in a UTeach program. The teacher candidates (n = 16) attended a Tier 1 research university in a diverse urban setting. The Culturally Responsive Classroom Management Self-Efficacy scale was administered as a pre/posttest (Siwatu, 2017), followed by an exit interview. Clinical teachers have demonstrated improved self-efficacy in areas such as developing student-teacher relationships to foster community, establishing co-created norms, and enforcing routines and procedures. The implications highlight the need to integrate CRCM in UTeach and STEM teacher preparation programs to promote inclusive, equitable STEM classrooms.
Ushering URM STEM teachers into STEM spaces
Historically Black Colleges and Universities (HBCUs) are poised to address underrepresentation and promote diversity in STEM fields by providing K-12 students with teachers from diverse backgrounds. This conceptual paper examines science, technology, engineering, and mathematics (STEM) initiatives aimed at supporting the inclusion of underrepresented and racially minoritized (URM) students, who will become future STEM teachers. Through new initiatives informed by best practices, researchers have proposed three strategies to integrate URM students into STEM communities and foster a sense of belonging among them as future STEM teachers. Preliminary findings from pilot studies support the notion that these strategies can be used to mitigate imposter syndrome among URM STEM students, thereby increasing their sense of belonging and inclusion within various STEM communities.
imposter syndrome, self-efficacy, STEM belonging, STEM inclusion