Exploring innovative teaching strategies using Project MIND -Math Is Not Difficult, and promoting inclusive and effective math education for children with Autism, improving their long-term academic and life outcomes.

Keywords:

STEM, Education, High school, Female

Bio

Prof. Hui Fang Huang

Prof. Hui Fang Huang (Angie) Su, Ed.D., is a professor with the Department of Education at the Abraham S. Fischler College of Education and School of Criminal Justice. She was honored with the President’s Distinguished Professor of the Year Award 2017-2018. Dr. Su is the creator of Project MIND ® – Math is Not Difficult, a K-12 mathematics enhancement project currently being implemented in classrooms throughout the United States. She is the Past President of the Florida Distance Learning Association and the President of the Florida Association of Mathematics Teacher Educators (FAMTE). She is also a Florida mathematics standards framers and writers team member. Dr. Su has received numerous awards and recognitions, including the prestigious Presidential Award for Excellence in Mathematics and Science Teaching from the National Science Foundation, the William T. Dwyer Award for Excellence in Teaching, Palm Beach County Elementary Mathematics Teacher of the Year, Walmart Teacher of the Year, State of Florida’s Little Red School House Award for school principals (for Project MIND), and the Women of Distinction Award from the Soroptimist International. Prof. Hui Fang Huang (Angie) Su is assisted by: Dr. Jia Borror.

Dr. Jia Borror

Jia Borror received her doctoral degree in Educational Leadership in May of 2012. Dr. Borror serves as a faculty member at NSU’s Abraham S. Fischler College of Education and School of Criminal Justice. She has over 20 years of classroom teaching experience and holds National Board Certification. She teaches multiple courses in education at the Undergraduate, Master’s, and Educational Specialist level in the areas of Curriculum and Instruction, Teacher and Educational Leadership, and Early Childhood Education. Areas of research include early childhood, elementary education, STEM education, teacher leadership, bullying, and emotional resilience.

Dr. Teri Triguba Williams

Veteran educator with 30+ years’ experience, currently Lead Faculty for MS in College Student Affairs at Nova Southeastern University (NSU). Holds prior position as Director, Office of Experiential Education and Learning (ExEL). Built comprehensive experiential education program and FYE course for FTIC students. Shifted experiential education into a graduation requirement, driving educational and cultural change at NSU. Collaborated with National Society for Experiential Education (NSEE), establishing annual Experiential Education Academies (EEA) nationwide. Actively engaged with NSEE as a National Faculty and facilitated EEA workshops at universities and conferences. Catalyst for positive systemic change in Broward County Public Schools, impacting over 10,000 educators and school leaders.

Abstract

The present study investigated the effects of integrating STEM (science, technology, engineering, and math) with the arts on the academic and career outcomes of high school minority female students. This research aimed to address the persistent underrepresentation of women and minorities in STEM fields and bridge the achievement gap.

A methodological design was implemented, involving the integration of an arts-integrated STEM curriculum at a high school with a predominantly minority and female student population. The academic and career outcomes of the program participants were compared to a control group receiving traditional STEM education. Data collection involved surveys, assessments, and interviews, and quantitative and qualitative methods were employed for analysis. The study’s significance lies in demonstrating the effectiveness of arts integration in engaging and supporting the academic and career success of minority female students in STEM.

Methodology

The methodology for the research project aimed at raising STEM awareness among high school female students involves a systematic and comprehensive approach to engage and inspire the target population. The study sought to address the gender disparity in STEM fields by designing and implementing an intervention program promoting STEM interest and participation among female students. To achieve its objectives, the study employed a methodological design that involved the implementation of an arts-integrated STEM curriculum at a high school with a predominantly female and minority student population. This curriculum was designed to combine the principles and practices of STEM with artistic elements, such as visual arts, music, and theater, to create a more holistic and engaging learning experience.

Data collection for the study involved various methods, including surveys, assessments, and interviews. Quantitative methods were used to analyze the survey and assessment data, while qualitative methods were employed to analyze the interview data. This mixed-method approach allowed the researchers to understand the participants’ experiences and outcomes comprehensively.

The following steps outline the methodology employed:

1. Program Design: The researchers developed a carefully crafted program incorporating various activities and initiatives to enhance STEM awareness. This included workshops, hands-on experiments, guest lectures by professionals in STEM careers, and a field trip to the university to visit STEM labs and meet with undergraduate students and professors in various STEM programs to create mentoring opportunities. In addition, the program was designed to provide exposure to different STEM disciplines, highlight successful female role models in STEM, and foster a supportive and inclusive learning environment.
2. Selection of Participants: A diverse group of female high school students was selected to participate in the program. Efforts were made to ensure representation from different ethnic, socioeconomic, and academic backgrounds. Inclusion criteria include interest in STEM subjects or career aspirations in STEM fields.
3. Implementation: The program was delivered from September through December. It involved a combination of in-school and out-of-school activities, carefully planned and coordinated by the research team and educators. The activities were designed to be engaging, interactive, and hands-on, allowing participants to actively explore STEM concepts and develop critical thinking and problem-solving skills.
4. Data Collection: Various methods were employed to assess the program’s impact on STEM awareness and interest among the participants. Pre-and post-program surveys were conducted to measure changes in attitudes, perceptions, and self-efficacy related to STEM. Additionally, focus groups or interviews were conducted to gather qualitative data, allowing participants to share their experiences, challenges, and aspirations.
5. Data Analysis: The collected data were analyzed using appropriate statistical techniques to quantify the participants’ STEM awareness, interest, and self-efficacy changes. Descriptive statistics were used to summarize survey data, while qualitative data from interviews or focus groups were analyzed thematically to identify common themes and patterns.
6. Evaluation: The program’s effectiveness was evaluated based on the findings from the data analysis. The researchers compared the pre-and post-program data to determine if there was a significant increase in STEM awareness and interest among the participants. Additionally, feedback from participants, educators, and stakeholders was sought to gain insights into the strengths and weaknesses of the program and identify areas for improvement.
7.  Recommendations and Dissemination: Based on the findings and evaluation, recommendations were made to improve the program and enhance its impact on STEM awareness among high school female students. The research team disseminated the results through academic publications, conference presentations, and reports to education policymakers, school administrators, and relevant stakeholders to promote evidence based practices for increasing STEM awareness and engagement among female students.

By employing this comprehensive methodology, the team hoped to contribute to the existing literature and provide practical insights for educators, policymakers, and researchers interested in addressing the gender gap in STEM fields and fostering STEM awareness among high school female students.

The significance of this study lies in its potential to demonstrate the effectiveness of arts integration in engaging and supporting the academic and career success of minority female students in STEM fields. In addition, by combining STEM’s analytical and problem-solving skills with the creative and expressive aspects of the arts, the researchers hypothesized that the students would excel academically and develop a more substantial interest and passion for pursuing STEM-related careers.

The findings of this study have the potential to inform educational policies and practices, highlighting the importance of incorporating arts into STEM education, particularly for underrepresented groups. Furthermore, by providing empirical evidence of the positive effects of arts integration, the study contributes to efforts aimed at reducing the gender and minority gaps in STEM fields and promoting inclusivity and diversity in scientific and technological endeavors.

Background

Integrating arts into STEM education has shown promise in engaging and inspiring students across various studies (Hetland et al., 2007). By incorporating artistic elements such as visual arts, music, and theater into STEM curricula, students are provided with unique and creative avenues to explore and express STEM concepts. Integrating skills enhances students’ comprehension of scientific and technical principles and stimulates their imagination and creativity.

However, despite the potential benefits of arts-integrated STEM education, women still need to be represented in specific STEM disciplines, such as math and chemistry (NSB, 2019). This highlights the need for targeted efforts to foster interest and engagement among female students in these areas. By implementing a collaborative and inclusive environment that integrates arts into STEM education, this project aims to boost confidence, motivation, and interest among high school female students, particularly those from minority backgrounds.

The significance of this study lies in its potential to bridge the gender gap in STEM fields by demonstrating the effectiveness of arts integration in engaging and supporting the academic and career success of minority female students. Furthermore, by providing empirical evidence of the positive impact of arts-integrated STEM education, the study contributes to the growing body of research that promotes innovative approaches to address gender disparities in STEM.

Furthermore, integrating arts in STEM education offers a unique learning approach that can enhance students’ comprehension and expression of STEM concepts. By incorporating creative and artistic elements, students can develop a deeper understanding of complex scientific principles and apply their knowledge in novel and imaginative ways. This study’s findings have the potential to inform educational policies and practices, emphasizing the importance of arts integration in promoting STEM awareness and fostering inclusivity and diversity in STEM fields.

In 2019, the underrepresentation of women in STEM persisted, constituting only 29% of the science and engineering workforce in the United States (NSB, 2019). This gender disparity has been a longstanding issue, highlighting the need for proactive measures to promote diversity and inclusivity in STEM.

Encouraging girls to pursue STEM education is crucial for addressing this underrepresentation (NSB, 2019). Research has shown that providing female students with a supportive and inclusive learning environment can enhance their confidence, interest, and participation in STEM subjects. In addition, educators can empower girls to explore their potential in traditionally male-dominated fields by fostering an environment that promotes equality and removes barriers.

The background highlights the persistent underrepresentation of women in STEM fields and the significance of encouraging girls to pursue STEM education. Integrating arts into STEM education provides a promising approach to engaging and inspiring students, particularly female students from minority backgrounds. Unfortunately, according to the National Science Board, the underrepresentation of women in STEM has persisted, constituting only 29% of the science and engineering workforce in the United States (NSB, 2019). This gender disparity highlights the need for additional measures to promote diversity in STEM fields.

Encouraging girls to pursue STEM education is crucial for addressing this underrepresentation (NSB, 2019). Research has shown that providing female students with a supportive and inclusive learning environment can enhance their confidence, interest, and participation in STEM subjects. In addition, educators can empower girls to explore their potential in traditionally male-dominated fields by fostering an environment that promotes equality and removes barriers.

This study contributed to existing research by examining the impact and implementation of STEM activities connecting with various art forms. In addition, the researchers focused on arts-integrated STEM education on the academic and career outcomes of high school minority female students, aiming to reduce gender disparities in STEM fields and promote inclusivity and diversity in scientific and technological endeavors.

The researchers achieved the following results from the study:

They cultivated a collaborative and inclusive learning environment encouraging participation and teamwork among female high school students in STEM activities. By fostering collaboration, the project aimed to promote community and support among participants, allowing them to learn from and inspire one another.

1. They exposed female students to successful female role models in STEM through Arts infused activities. By connecting students with accomplished women/ scientists in STEM careers, the project aimed to inspire and empower participants, demonstrating that successful careers in STEM are attainable for women.
2. They assessed and documented the effectiveness of arts integration in engaging and supporting high school female students’ interest and participation in STEM. In addition, the project sought to gather data on the impact of arts integrated STEM education on students’ attitudes, perceptions, and self-efficacy in STEM fields.
3. They increased interest and enthusiasm for STEM subjects among female research sites/ school students. In addition, by providing hands-on, creative, and innovative learning experiences, the project motivated participants to develop a more profound interest in STEM fields and a greater appreciation for their real world applications.
4. They enhanced problem-solving and critical thinking skills among participating students. Through the integration of arts, the project fostered creative approaches to problem-solving and encouraged students to think outside the box when tackling STEM challenges.
5. They increased confidence and self-efficacy among students in pursuing STEM careers. In addition, by providing a supportive and inclusive learning environment and exposure to successful female role models in STEM, the project participants developed a greater belief in their abilities and potential to succeed in STEM fields.
6. The team created greater awareness and understanding of diverse STEM fields and potential career pathways. Through workshops, activities, and exposure to different STEM disciplines, the project broadened students’ knowledge and exposed them to various STEM-related career opportunities.
7. The research team documented best practices and lessons learned in integrating arts into STEM education. In addition, the project contributed to the body of knowledge on effective strategies for promoting STEM interest and participation among high school female students, specifically focusing on integrating arts.

By achieving these objectives and expected outcomes, the project made significant progress in increasing the interest, participation, and confidence of high school female students in STEM fields, ultimately addressing the gender disparity and promoting diversity and inclusivity in STEM education and careers.

Sample STEM activities with Arts Integration

Various engaging activities were implemented to motivate 9th-grade female students and integrate the arts into STEM subjects. The following are example activities focusing on Chemistry, Biology, Physics, Technology, Mathematics, and Food Science, with the addition of incorporating Tai-Chi to demonstrate the connections in STEM.

1. Chemistry:

• Artistic Molecules: Students created artistic representations of molecules using various art materials, showcasing their understanding of chemical bonding and molecular structures.
• Culinary Chemistry: Students explored chemical reactions and changes during cooking or food preparation, linking chemistry concepts with culinary arts.

2. Biology:

• Nature-inspired Art: Students collected samples of leaves, flowers, or other natural materials and used them to create botanical artwork, emphasizing the connection between biology and art.
• Biomimicry Design: Students studied organisms and their adaptations and then used that knowledge to design and create innovative products inspired by nature.

3. Physics and Engineering

• Kinetic Sculptures: Students designed and constructed sculptures that utilize basic physics principles, such as balance, motion, and forces, while incorporating artistic elements to create visually captivating works.
• Light and Color: Students explored the properties of light and color through experiments and created artwork demonstrating their understanding of concepts like reflection, refraction, and color mixing.

4. Technology:

• Digital Storytelling: Students used digital tools to create multimedia presentations or videos that showcase the intersection of technology and storytelling, highlighting the importance of technology in various fields.
• Coding Art: Students learned coding concepts and used programming languages to create interactive and visually appealing artwork, demonstrating the fusion of technology and creativity.

5. Mathematics:

• Mathematical Patterns in Art: Students investigated mathematical patterns found in various art forms, such as tessellations, fractals, or Fibonacci sequences, and created artwork based on these patterns.
• Data Visualization: Students collected and analyzed data, then used graphical representations, infographics, or interactive visualizations to present their findings artistically.

6. Food Science

• Molecular Gastronomy: Students used various techniques to explore the science behind food preparation.
• Food Photography: Students learned about composition, lighting, and angles in photography while capturing visually appealing images of food, linking food science and visual arts.

Integration of Tai Chi 

Incorporating Tai Chi into the activities helped demonstrate the connections between STEM and movement, balance, and the human body. For example, students engaged in Tai Chi exercises learned about the physics principles behind movement and balance, and explored the scientific benefits of Tai Chi on mental and physical health. In addition, they created artistic representations or performances that showcase the integration of STEM principles with Tai Chi movements.

Combining these activities allowed students to engage in hands-on experiences that intertwine STEM subjects with artistic expression. This interdisciplinary approach fosters creativity, critical thinking, and problem-solving skills while highlighting the relevance and interconnectedness of STEM in various aspects of everyday life.

Data Analysis and Conclusion

This project aimed to address the underrepresentation of high school female students in STEM fields by creating a collaborative and inclusive environment that integrates the arts. The target population consisted of thirty to forty minority female high school students from diverse backgrounds uncertain about pursuing STEM careers. The project was implemented with the school’s leadership team and STEM experts.

The project team carefully recruited the participants, considering their backgrounds, interests, and aspirations. In addition, efforts were made to ensure diversity and inclusivity, allowing students from various ethnic, socioeconomic, and academic backgrounds to participate.

The project team collaborated with STEM experts to design and organize hands-on learning experiences. Workshops, activities, and experiments were developed to provide creative and innovative approaches to learning STEM subjects. Integrating arts into the curriculum allowed the participants to explore STEM concepts through visual arts, music, theater, and other artistic mediums. The project aimed to stimulate the participants’ imagination, foster critical thinking, and develop problem-solving skills by incorporating creative elements.

The project’s primary objective was to increase the confidence and motivation of the participants to pursue careers in STEM fields. By providing a supportive and inclusive learning environment, the project aimed to boost the participants’ self-belief, challenge gender stereotypes, and demonstrate the diverse range of opportunities available in STEM careers.

The effectiveness of the project was evaluated through a variety of methods. Student assessments, including pre-and post-program surveys, were conducted to measure STEM knowledge, attitudes, and self-efficacy changes. Focus groups and interviews were also conducted to gather qualitative data, allowing participants to share their experiences, challenges, and aspirations. The evaluation aimed to assess the impact of the activities and the overall project on the participants’ interest, engagement, and confidence in pursuing STEM careers.

Through the project’s activities and evaluation, the research team aimed to contribute to the existing knowledge on innovative approaches to STEM education and its potential to empower and inspire minority female students. By promoting diversity and inclusivity in STEM fields, the project sought to reduce the gender gap and open new academic and career opportunities for the participants.

Data Analysis

Correlation Analysis was conducted using data from the S-STEM survey, specifically from 9th-grade female students. The data collected pertains to their abilities and attitudes toward math, science, engineering, and technology. Correlation analysis is a method used to measure the strength of the relationship between variables, with a high correlation indicating a strong association. The STEM areas are grouped into math, science, and engineering/technology. The analysis results can be used to determine if there is a connection between students’ abilities and attitudes within each subject. For instance, it investigates whether a student who expresses a positive attitude toward math also demonstrates a positive attitude toward their math skills.

Correlation analysis can be performed using different methods, with the Pearson and Spearman correlation being the most popular. Both ways assess the degree of association between variables, but the Spearman correlation is suitable for ordinal data. In this analysis, the Spearman correlation is utilized, considering two questions simultaneously, where one question relates to the ability and the other two feelings. The questions should also pertain to the same subject and have the same perspective (positive or negative).

Two statements from each subject are compared to determine the correlation between students’ attitudes and abilities. For math, the statements “I like math” (M1) and “I can get good grades in math” (M8) are analyzed. In the case of science, the questions “I am sure of myself when I do science” (S1) and “I would consider a career in science” (S2) are considered. Lastly, for engineering and technology, the questions “I like to imagine creating new products” (ET1) and “I am good at building and fixing things” (ET3) are used.

Several aspects of the analysis can be examined to determine the strength of the association between variables. The correlation coefficient, ranging from -1 to +1, indicates the nature of the relationship. A positive coefficient signifies a positive relationship, while a negative coefficient indicates a negative relationship. A coefficient of 0 implies no connection between the variables. The significance value is also crucial as it helps determine if the result is statistically significant.

Notably, the correlation coefficient at the intersection of the questions for math is .865, indicating a positive relationship between liking math and achieving good grades in math. The superficial significance level of <.001 supports this correlation.

Similarly, the coefficient of .926 reveals a high positive correlation between students who are sure of themselves in science and those who would consider a career in science. Once again, the significance level is <.001, confirming this correlation.

Regarding engineering and technology, the correlation coefficient of .884 demonstrates a positive relationship between students who enjoy imagining new products and those skilled at building and fixing things. The significance level, <.001, aligns with this correlation.

Identifying correlations between variables is crucial for various research problems. In this case, examining the data for correlations allows us to determine if a positive relationship exists between students’ attitudes toward a particular subject and their abilities. This suggests that students with positive attitudes are likely to perform well, while those with negative attitudes may not excel. Therefore, a Correlation Analysis was performed using the data collected through the S-STEM survey.

This project provided an inclusive and collaborative environment for high school minority female students to explore and engage with STEM subjects through arts integration. The project aimed to increase the participants’ confidence and motivation to pursue STEM careers by fostering creativity, critical thinking, and problem-solving skills. The project’s effectiveness was assessed through assessments, surveys, and qualitative data collection methods, ultimately contributing to understanding effective strategies for promoting STEM interest and participation among high school female students. This project aimed to increase the interest and involvement of high school female students in STEM fields through a collaborative and inclusive environment that integrates the arts. Thirty to forty minority female high school students from diverse backgrounds, uncertain about pursuing STEM careers, were recruited by the school leadership team to participate in the project. The project team collaborated with STEM experts to create and organize hands-on learning experiences, fostering the development of creative and critical thinking and problem solving skills among the participants. The primary objective was to increase the confidence and motivation of the students to pursue careers in STEM fields. The project’s effectiveness was evaluated through student assessments, surveys, and focus groups to gauge the impact of the activities and the overall project.

Overall, this research sheds light on an innovative approach to STEM education and its potential to empower and inspire minority female students, ultimately leading to improved academic performance and expanded career opportunities in STEM fields.

Authors

Hui Fang Huang (Angie) Su, Ed.D., is a Professor of Mathematics Education at Fischler College of Education and School of Criminal Justice.

Teri William, Ph.D., is an Assistant Professor at the Fischler College of Education and School of Criminal Justice.

Jia Borror, Ed.D., is an Associate Professor at the Fischler College of Education and School of Criminal Justice.

Acknowledgment

We want to thank our expert presenters for their contribution to the project in the respected fields:

Arthur Sikora, Ph.D., Assistant Professor, Department of Chemistry and Physics. Halmos College of Arts and Sciences, Nova Southeastern University

Yueting Wan, Ph.D., Assistant Professor, Department of Chemistry and Physics. Halmos College of Arts and Sciences, Nova Southeastern University

Julie Torruellas Garcia Ph.D., Professor, Department of Biological Sciences, Halmos College of Arts and Sciences, Nova Southeastern University.

References

National Science Board (NSB). (2019). Science and Engineering Indicators 2019. Arlington, VA: National Science Foundation.

AAUW (American Association of University Women). (2010). Why so few? Women in science, technology, engineering, and mathematics. Washington, DC: AAUW.

Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2007). Studio thinking: The real benefits of visual arts education. New York, NY: Teachers College Press.

To investigate the lack of computational science training in teacher education programs, with a specific focus on learning to program calculators. The method involved analysing the current education system in the UK, particularly looking at the availability of computer-based activities and resources for teachers.

Keywords:

STEM, UK, Education, Technology, Digital

Bio

Roxanne Boodhoo is an accomplished professional with a diverse and versatile background. Her extensive academic training has equipped her with a wide range of skills and knowledge, enabling her to excel in various roles. Roxanne is known for her strong work ethic, diligence, and commitment to undertaking any responsibilities assigned to her. She is deeply passionate about helping and supporting others, making her a compassionate and empathetic individual.

Throughout her career, Roxanne has consistently demonstrated a dedication to making a positive impact, whether through her professional work or community involvement, striving to uplift those around her.

Abstract

This study aims to investigate the lack of computational science training in teacher education pro- grams, with a specific focus on learning to program calculators. The method involved  analysing the current education system in the UK, particularly looking at the availability of computer-based activities and resources for teachers. Results indicate that only a small percentage of teachers have a background in contemporary computational science, and even fewer have proficiency in foreign languages. This lack of training filters down to students, impacting their learning experience. The study highlights the importance of incorporating computational science into teacher training programs, especially at Key Stage 4 (KS4) where curriculum content overlaps with computer science. Furthermore, the focus on STEM subjects in the UK educational system may contribute to the siloing of subjects, with an emphasis on science, technology, engineering, and mathematics.

The conclusion emphasizes the need for a modern approach to education, focusing on new instructional materials and technologies that go beyond traditional integrated science. The Digital Technologies Education community is identified as a valuable resource for developing modern standards and curricula to address the gaps in STEM education. By bridging the gap between traditional subjects and contemporary technology, educators can better prepare students for the future.

Introduction

In the European context, STEM (formerly called the nature) education was first defined as a cohesive subject that integrated science, technology, engineering, and mathematics. Later, after science, technology, engineering, and mathematics were redefined, crossing each discipline and teaching related human behaviour art such as music and art, the STEM education of the United States began to explore the human behaviour field of education itself, as shown in Figure 1. Although there are differences in the definition of the meaning of STEM education, all exist- ing definitions consider the development of human resources as the overall goal of STEM education.

Considering the fact that STEM education refers to improved unith muti-disciplinary achievement including education in the 21st century education, within the natural and human sciences, and, perhaps, other fields rep- resenting other fields and integrating into (PA) centric multi-disciplines, for the purpose of this study, STEM education refers to the position of relevant disciplines within (PA) centric, nature and human sciences areas. Digitalisation of the teaching process or other aspects has been considered already since the early 1970s, but the main battle for Digitalisation started and became accessible to civil society, for instance, from the 1980s, with the personal computer to the World Wide Web (Su et al., 2022).

Extensive research has established the importance of STEM education in (target) and its cultivation of 21st century top talents. However, the knowledge and skills advocated by current STEM education seem insufficient for this purpose. Therefore, none of these aspects alone can represent the true con- tent of natural science scientific literacy. To balance these two aspects, i.e., the optimisation of the internal structure of natural science scientific literacy and the intervention of digital innovation consciousness, natural science education needs to integrate more diversified and more closely related to reality knowledge and skills (Borovský et al., 2023). The general appearance of new educational technologies is expected to greatly influence teaching and learning processes, goals, and strategies, determinants of change in schools and museum learning places, knowledge counselling services, in-service teacher professional development, and teacher education approaches. Like other educational technologies, digital educational technologies and related practices have embedded pedagogical assumptions that guide design and use. Educational technologies, especially digital educational technologies, consist of a multitude of specific types, each amounting to diverse practical opportunities, influencing resulting change patterns. Most technologies focus on communication and help to perform societal activities, such as meeting friends and family in video calls, booking travels, and work tasks.

In the proposed IQbl, since it is a combination of a traditional LMS and a digital portfolio, every teacher that gets engaged will have the opportunity to create and manage digital educational resources, open and manage digital spaces for students, in order to create and manage digital student work, monitor the digitised evaluation, etc. Teachers will also have to assign digital personalised feedback, plan educational resources, learning activities, evaluation tools, communication mechanisms, adaptive paths, in a collaborative acquisition of participatory learning. Furthermore, teachers may be able to create and assign exercises about ordered and unordered lists, coordinates and simple plane geometric figures useful for a flipped classroom model. Moreover, there will be a module available to monitor and foment the usage of MOOCs in each class. This will be linked to the room with MOOCs in Micel, in order to have immediate access to the MOOC that a teacher would like to have the students follow. The availability of a digital portfolio can encourage students, teachers, and families to participate in the learning process.

STEM education is facing challenges of evolving rapidly so as to cover the revolution of industry 4.0 and related issues. As a result, schools redesign their STEM curriculum by designing new activities for engineering and technology. In this context, information and communication technologies should be regarded as tools in support of innovative educational methods able to foster an integrated approach to Science, Technology, Engineering, and Maths (STEM), since ICT tools may provide resources not only for teaching but also for learning the main STEM concepts (Selim, 2021).

1.1 Aim

The aim of the research study is to develop and assess a learning environment that assists teachers in creating digital STEM learning paths aligned with the updated national curriculum. This will involve educators working with students to modify and enhance cur- rent learning paths related to engineering, emphasis- ing the interdisciplinary link between science and technology. Teachers will be spurred to incorporate technology into their lessons, enabling them to produce and oversee digital teaching materials, tailor learning paths and digital resources to individual student learning preferences, and recommend MOOCs digital educational resources beneficial for a flipped classroom approach.

2.0 Methodology

The methodology for conducting this research study involved an investigation into the role of teachers in effectively utilizing digital technologies for learning. One key aspect that was considered was the various obstacles that teachers faced, including balancing multiple roles and responsibilities within their profession. These roles included teaching in physical or digital spaces, managing communication with colleagues and students, organizing classes and digital activities, and staying updated on new technologies. The study also explored how these new responsibilities impacted teaching practices, motivation, and creativity. For example, teachers struggled with learning new technologies, addressing connectivity issues, ensuring privacy and digital security, and managing their time effectively.

Additionally, the research focused on how digital technologies could be used to transform traditional teaching methods into more engaging practices that promoted deeper understanding and active student involvement. This included implementing a digital STEM mediation model that encouraged critical thinking, creativity, and autonomy in using digital tools. Furthermore, the study investigated the importance of restructuring curricula, didactic materials, and teacher training to support the effective use of digital technologies in education. This included promoting respect for students’ ideas and individual skills while fostering a culture of learning and collaboration in a digital society.

3.0 Results and Discussion

3.1 Teaching

The teacher has a decisive role in the effective use of digital technologies. Moreover, the teaching work poses several obstacles in this regard. The first one is the conflict between various roles with numerous responsibilities, all united in the educator’s profile (Rivera-Vargas & Cobo, 2023). For example, teaching must be done in the same, if physical/digital, space in which learning happens and also man- ages the communication and relationships with co-workers and students as well as those in the extracurricular world. To all this is added the management of classes, as well as laboratory and digital activities, whose organisation can be very heavy. Digital technologies can represent an extra challenge and a solution but these new responsibilities change the practices hitherto identified as effective and can undermine the motivation, improvement and creativity of the teacher. Just think of the extra time spent learning new technologies, starting work,

Fig 1. (Su, Y., et al, 2022)

solving problems with connectivity, privacy constraints, and taking care of the digital security of students. Figure 1 depicts the online programming system and the problem-based learning approach for STEM programming administrators.

3.2 Digital Technologies

Digital technologies offers the privileged occasion to revamp traditional didactics into stimulating practices that actively involve students and aim for a deeper understanding of concepts and relations. In order to change schooling methods and promote a cultural change, capable of spurring the transition towards a digital society in which people focus on learning and constructive coexistence with others and nature while embracing global challenges, an encompassing digital STEM mediation model1 is essential (Borovský et al., 2023). To this end, rather than only providing the tools for specific pedagogical insights, it is necessary to renew the structure of curricula and didactic materials and, above all, to form teachers who are able to critically, creatively and autonomously use digital technologies in their daily practice, as well as to pro- mote the development of respect for students’ ideas and individual skills (Marín- Marín et al., 2021).

3.3 Computer modelling

In addition, the general course structure and relevant and adequate school scientific background are to be thoroughly presented. Chronologically, carrying out experimental work (Etkind et al., 2008) is one of the main principles in teaching methods and that is confirmed in the developed concept of distance learning. Computer modelling with the use of a method of minimal mathematical model can be an indispensable tool to achieve this goal. The mechanism of the number of different breeding programs for separation completely distinguishes various withdrawal families of barley and the Indian hen population (Xuan Quang et al., 2015). Results of the modelling allow to estimate success of a method of group selection of barley and other selection indices of animals. Variability of a frequency of elite genes changed with increasing of the number of the used markers of the DNA which are located in close proximity as well as recombination frequency of unlinked loci and number of phenotypic traits.

The crisis of 2020 forced education to develop new digital forms, among them digital pedagogy in the sphere of STEM education (Ipek & Ziatdinov, 2018). The technology caused not only a change in the school teaching process, but also led to promoting mathematical and scientific thinking, increasing the motivation and interest of school youth in science: the victories at various All- Russian Olympiads prove it. The hygienic and epidemiologic restrictions caused by the virus did not allow for holding traditional laboratory classes and students’ individual problems solving (Somani, 2021). Therefore, the authors had to develop a new course for a distant learning process at the basic level, and a model of a hybrid course, “Digital and computer means in biology”, distinguishing the laboratory work parts and obtained data processing, as well as the activation of independent work (individually or in groups) with the use of simulation modelling in the scientific-investigational (research) mode. The main aspect of the experimental work is computer training of the research activities for a teacher and for a learner at a particular subject.

4.0 Conclusion

The research sought to categorize the direction of this research and to understand what “modernization” of STEM education means in practice. The research responses bolstered the importance of digital tools to transform education for a modern world. In line with this, the data shared were approximately four times more likely to include references to tools and technologies than they were to mention curriculum. When references to curriculum were made, they were often in relation to finding a balance within the curriculum and to identify the areas most suitable to the modernisation provided by the digital tools and technologies. At the same time, 62% of the data mentioned practices in society and technology. These references to the social nature of the practices, the idea that students need additional skills and the transfer of learning between school and society, underscore the importance of society for modernization.

As we have seen, the education landscape is changing (Rivera-Vargas & Cobo, 2023) (Marín-Marín et al., 2021). This digital transformation is impacting every aspect of the industry, and the fields of science, technology, engineering, and mathematics (STEM) are no exception. STEM education and the delivery of these subjects are under strain to maintain both curriculum coverage and student engagement.

With digital and computational technologies becoming central in the economy, in society and in most areas of STEM, the delivery of these subjects has become unmoored from incompatible traditional foundations, sports and media effects. As such, there is a clamour for educational reform, with educators keen to adopt digital and computational technologies in order to “modernise” STEM education. At the same time, many researchers in the areas of education technology and human–computer interaction are keen to define exactly what “modernisation” should look like.

References

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