International Journal of Research in STEM Education

The Dual Frontier

Udan Kusmawan — 2025-11-09

This editorial for the International Journal of Research in STEM Education (Vol. 7, No. 2, 2025) addresses the dual imperative in modern STEM education: the strategic integration of advanced digital tools and the critical need for global equity. Based on eight empirical studies, the issue charts the field's future across three themes. The Digital Pivot involves leveraging Artificial Intelligence (AI) and Learning Analytics to create highly personalized and responsive instruction. Deepening Pedagogical Relevance links scientific core concepts to authentic creation through project-based learning, robotics, and entrepreneurship. Finally, Securing the Global Foundation emphasizes fortifying educational equity by investing in essential infrastructure, bolstering teacher readiness (PCK and self-efficacy), and developing accelerated programs for marginalized learners. The collected research underscores that successful STEM reform requires embracing data-driven personalization while concurrently making deliberate investments in educator competency and foundational practical resources ensuring a resilient and accessible STEM ecosystem for all.

Enabling First-Year Engineering Students to Demonstrate Technological Literacy

Arthur James Swart — 2025-11-01

Graduate attributes have been introduced at many universities around the globe, as higher educational institutions seek to make their graduates more employable. The International Engineering Alliance released a list of 12 graduate attributes that engineering students need to demonstrate through their educational career. One of these attributes is termed Modern Tool Usage which may be equated to the term “technological literacy”. The purpose of this article is to highlight an activity that was used to enable first-year engineering students in South Africa to demonstrate the acquisition of this attribute. This activity may help fellow engineering educators to design and develop similar activities for their students. A descriptive case study is used focusing on quantitative data taken from 2020 to 2024. The results indicate that many students (on average, 77%) were proficient in designing and developing a 5-slide PowerPoint presentation, where they explained the operation of a logic gate using simulation software along with their own voice. It is recommended to make use of these types of presentations to enable student agency, ownership, authenticity, autonomy, and originality.

Development of an AI and Learning Analytics (LA) Integrated Teaching-Learning Model for STEM

Tai Ki Kim — 2025-11-09

This research presents the development of the STEM Teaching and Learning Model with AI & Learning Analytics (STELA), an integrated teaching-learning framework that combines Artificial Intelligence (AI) and Learning Analytics (LA) to enhance STEM education. STELA leverages AI’s ability to create personalized learning paths and provide real-time feedback, while LA utilizes student data to track progress, predict outcomes, and inform instructional strategies. By aligning these technologies, the model aims to optimize student engagement and improve learning outcomes in STEM subjects. The research identifies key challenges, including data privacy concerns, technological barriers, and the need for teacher training. By addressing these challenges, this study provides a scalable and adaptable framework for integrating AI and LA in diverse educational settings, offering practical solutions for enhancing STEM education through data-driven and AI-powered methodologies.

Pedagogical Content Knowledge and Self-Efficacy in Bhutan’s Pre-Service Teachers

Sonam Pelden — 2025-11-11

This quantitative study investigated the perceptions of Pedagogical Content Knowledge (PCK) among pre-service teachers at Paro College of Education. Using purposive sampling, participants reported high perceptions of PCK (M = 3.64, SD = 0.99), indicating strong understanding and application of content knowledge in teaching. The competency level of participants also scored high (M = 3.49, SD = 0.72), reflecting effective integration of pedagogy and content knowledge in instructional practices. Suggestions for improving PCK were proactive, with a mean score of 3.95 (SD = 0.75). An analysis of variance revealed no significant difference between perceptions and competency levels; however, gender significantly influenced recommendations for enhancing PCK (p = 0.02). Independent t-tests supported this finding, and correlations among perceptions, competency, and improvement strategies were statistically significant, with p-values of 0.000, 0.203, and 0.054. These findings highlight the positive perceptions, high competency levels, and gendered differences in enhancing PCK, contributing valuable insights for future research and professional development in education.

The Influence of E-Learning Attitude on Academic Success: Insights from India

Puja Saini — 2025-11-09

The rapid advancement of digital learning technologies has transformed higher education, necessitating an understanding of students' attitude towards e-learning. This study examines the relationship between students' attitude towards e-learning and their academic achievement, focusing on key factors such as content quality, ease of use, behavioral intention, and infrastructure support etc. Utilizing a descriptive research design, data was collected from 600 undergraduate students in Haryana, India, and analyzed using inferential statistical methods, including t-tests and Pearson correlation. The findings reveal that students with a positive attitude towards e-learning demonstrate higher academic achievement. Science students show a more favorable attitude towards e-learning compared to Arts students, particularly in usability and engagement, while gender-based differences are minimal. The study further highlights that content quality and ease of platform use significantly enhance students' attitude, whereas inadequate digital infrastructure remains a challenge for many learners. The study's implications emphasize the need for high-quality digital content, user-friendly platforms, and improved digital accessibility to foster a more effective and inclusive e-learning environment. Future research should explore longitudinal studies on e-learning adaptation and the impact of blended learning models on student motivation.

Team-Based Project Design for Environmental Chemistry and Entrepreneurship Learning

Rayandra Asyhar — 2025-11-09

The aims of this study are to develop a learning design an integrated learning Environmental Chemistry-Entrepreneurial Education (EC-EE) and to investigate its impact on students’ motivation in learning Environmental Chemistry. The development procedure adopted ADDIE model with five phases. The products including learning design and learning tools were validated by three experts before performing simulation and trials in a small group teaching. The field trial was carried out using a pre-experimental method using one group pretest and posttest design involving 30 students of chemistry education study program Faculty of Teacher Training and Education. The techniques of data collection used were mixed methods by combining qualitattive and quantitative research. The results of data analysis where t count (22.396) > t table (2.045) and probability value (0.000) < 0.05 can be interpreted that H₀ is rejected and H₁ is accepted. The results of the N-Gain percentage is 81.6% which means that the interpretation category has a high effectiveness value. It can be concluded that the implementation of integrated EC-EE design with applying TBP model in the material of waste management, processing and utilization has an effect on students' motivation in learning environmental chemistry. The implementation of the integrated EC-EE learning design was very enjoyable, meaningfull and usefull for the students. Its reasonable because with integrating entrepreneurship into environmental chemistry courses, they can apply their knowledge in solving real problems in local community, build collaboration with many people, as well as they can train their creativity to produce innovative entrepreneurial products.

Engagement in Science Practicals

Baraka P. Sanjito — 2025-11-09

Integrating AI into Accelerated Bridge Programs for Out-of-School Learners

DIMITRIOS LAZARIS — 2025-11-07

According to UNESCO's latest data, the global education faces challenges, with 250 million children out of school. The COVID-19 pandemic, economic inequalities, regional conflicts, and systemic barriers to education access have exacerbated the crisis. Despite recovery efforts, progress remains uneven, with many families prioritizing immediate needs over education. An innovative educational approach, called Speed schools, has emerged, particularly in Ethiopia, to raise students' academic performance. These schools condense a conventional three-year curriculum into a ten-month program, resulting in significant improvements in literacy and numeracy compared to traditional schooling methods. The ‘boost’ Speed School students receive from the Speed School instruction does not only bring many of them up to the standard of their peers but also gives them some advantage over the majority, in terms of their persistence and commitment to learn. Empirical research demonstrates that graduates of Speed School programs exhibit increased self-confidence and adaptability within the formal education system, facilitating their integration into state schools following program completion. This paper examines integrating Artificial Intelligence (AI) into a customized Speed School program for school-age out-of-school learners in Greece. The proposed AI integration aims to personalize learning through AI-supported diagnostic assessment, adaptive learning pathways, interactive games, and progress monitoring. A pilot project will evaluate the Speed School model's effectiveness in Greece, focusing on linguistic, cultural, and educational adaptations. Furthermore, the study estimates learning outcome, participation, and teacher attitudes towards AI.

Robotics Curriculum as a Learner-Centric Model for Integrating Science, Technology, Engineering, and Mathematics Disciplines in K-12 Contexts

Christopher Mutseekwa — 2025-11-08

Robotics is increasingly essential in 21st-century education, fostering skills like critical thinking, creativity, and collaboration while integrating STEM subjects through systems and computational thinking. However, many K -12 STEM programs lack engineering components and rely heavily on teachers for implementation, limiting direct learner engagement. This paper argues that incorporating robotics into curricula shifts the focus to learners, emphasizing systems thinking and engineering design elements often missing in high school programs. It highlights the role of robotics in STEM skill development, critiques teacher-centric models, and advocates for learner-centric approaches. Additionally, it outlines a future trajectory for robotics curricula in developing nations, emphasizing the need to align with Industry 4.0 advancements. By analyzing robotics' potential to integrate STEM disciplines, the paper aims to empower curriculum planners, educators, and learners to harness technological innovations effectively. Insights from literature are used to support this proposition across four sections: robotics and STEM skills development, challenges of teacher-centric models, robotics as a learner-centric tool, and the future of robotics education. This approach addresses gaps in current STEM integration and equips learners with the skills needed to thrive in a technology-driven world.