Promoting and Implementing Digital STEM Education at Secondary Schools in Africa

Gillet, Denis; Tijani, Bosun; Beheton, Senam; Farah, Juan Carlos; Dikke, Diana; Noutahi, Aurelle; Doran, Rosa; Gomes, Nuno; Rich, Sam; Jong, Ton de; Gavaud, Celia

doi:10.1109/educon.2019.8725130

Cited by 3 publications

(6 citation statements)

References 12 publications

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“…It is especially vital for women due to the existing gender gap in the specific competences associated with the subjects of Science, Technology, Engineering and Mathematics (STEM). This need is supported by a variety of factors such as the demands of the working environment [1][2][3], in which the relationship between the promotion of jobs in the field of technology and economic development has been verified both in developed [4] and developing countries [1]. Likewise, the integration of Information and Communication Technologies (ICT) in all areas of personal and professional life requires specific training within formal education [5].…”

Section: Introductionmentioning

confidence: 99%

ATS-STEM: Global Teaching Methodology to Improve Competences of Secondary Education Students

et al. 2022

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Previous studies agree on the benefits of improving the relevant competences in students by applying globalized learning methodologies and projects in the STEM fields (Science, Technology, Engineering and Mathematics). However, few studies have focused on whether including other subjects in Humanities, Arts and Social Sciences (HASS) in these projects improves high school students’ perceptions on improvement in these skills. The objective of this work was to study the effect of participation in interdisciplinary teaching projects (STEM and HASS), which promote globalized and project-based learning, on the perception of self-efficacy of secondary school students in basic competences for learning. It also analyzes the modulating role of gender on said perception. High school students from Galicia participated in this study. Both before and after participating in teaching projects according to the MODEL of the ATS-STEM project, they completed a questionnaire on self-efficacy in the eight key competences for STEM learning defined in the model: disciplinary STEM competences, problem solving, innovation and creativity, communication, critical thinking, metacognitive skills, collaboration and self-regulation. The results showed an improvement in all the competences evaluated (although only the men showed an increase in collaboration). Nevertheless, there was a lower perception of competence in women than in men in discipline competences, problem solving and metacognitive skills. Therefore, the benefits of interdisciplinary ATS-STEM learning experiences on the self-efficacy perceived by high school students were confirmed, although the results continue to show a gender gap.

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Section: Introductionmentioning

confidence: 99%

ATS-STEM: Global Teaching Methodology to Improve Competences of Secondary Education Students

et al. 2022

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“…Innovations and technological integration in STEM (Science, Technology, Engineering, and Mathematics) education are pivotal for enhancing learning experiences and outcomes in African educational contexts. Gillet et al (2019) discuss the Go-Lab Goes Africa (GO-GA) initiative, an innovation action supported by the European Commission to promote and implement digital STEM education in secondary schools across Africa. This initiative outlines a strategic approach to overcoming challenges and achieving results in digital STEM education, emphasizing the importance of technological integration in modern educational practices (Gillet et al, 2019).…”

Section: Innovations and Technological Integration In Stem Educationmentioning

confidence: 99%

“…This initiative represents a significant step in integrating digital technologies into the educational framework, aiming to enhance STEM subjects' learning experience and outcomes. Despite facing challenges, the GO-GA project's vision and implementation strategy have achieved notable results in its first year, demonstrating the potential of digital education in African contexts (Gillet et al, 2019). Kireš et al (2019) present the IT Academy project, which aims to drive key changes in STEM education at primary and secondary schools through national-wide impact.…”

Section: Overview Of Key Innovations In Stem Education Across Africamentioning

confidence: 99%

“…The impact of innovations in STEM education in Africa can be assessed through various initiatives and studies that have sought to integrate new technologies and methodologies into the educational landscape. Gillet et al (2019) discuss the Go-Lab Goes Africa (GO-GA) initiative, an innovation action supported by the European Commission to promote and implement digital STEM education in secondary schools across Africa. This initiative aimed to enhance STEM subjects' learning experience and outcomes through digital technologies.…”

Section: Evaluating the Impact Of Innovations In Stem Educationmentioning

confidence: 99%

“…This initiative aimed to enhance STEM subjects' learning experience and outcomes through digital technologies. Despite facing challenges, the GO-GA project's vision and implementation strategy achieved notable results in its first year, demonstrating the potential of digital education in African contexts (Gillet et al, 2019). Khushk et al (2023) provide an in-depth analysis of high-impact empirical studies in STEM education, highlighting the increasing need for technology-based occupations as robots replace humans in industry and society.…”

Section: Evaluating the Impact Of Innovations In Stem Educationmentioning

confidence: 99%

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STEM education advancements in African contexts: A comprehensive review

Onyebuchi Nneamaka Chisom,

Chika Chioma Unachukwu,

Blessing Osawaru

2024

World J. Adv. Res. Rev.

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In the rapidly evolving global landscape, STEM (Science, Technology, Engineering, and Mathematics) education stands as a pivotal factor in driving economic growth and technological advancement, particularly in the African context, where it faces unique challenges and opportunities. This study aims to provide a comprehensive analysis of the advancements, challenges, and future prospects of STEM education in African contexts, exploring the historical evolution, current state, and key challenges of STEM education, along with the innovations, roles of government and non-governmental organizations, and comparative analysis with global trends. The paper methodically examines various facets of STEM education in Africa, including its historical background, current practices, challenges, and innovations. It delves into the role of digital technologies, gender dynamics, collaborative efforts, and international partnerships in STEM education. It employs a systematic literature review approach and focuses on peer-reviewed articles and scientific reports to comprehensively understand the subject. The study concludes that STEM education in Africa is marked by challenges such as resource limitations, gender disparities, and inadequate teacher training, but also highlights significant innovations and the potential for technological integration. The paper recommends policy reforms focusing on teacher training, curriculum development, resource allocation, and gender equity, emphasizing the need for leveraging technological innovations and fostering international collaborations for the advancement of STEM education in Africa.

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