Learning STEM at the Intersection of Equity, Context, and Educational Opportunity
DOI:
https://doi.org/10.33830/ijrse.v8i2.16105Keywords:
STEM education, educational equity, authentic inquiry, practical learning, culturally responsive pedagogy, institutional conditionsAbstract
STEM education is often evaluated through instructional innovations, technologies, and learning outcomes, yet meaningful participation also depends on cultural, pedagogical, material, and institutional conditions. Drawing on studies featured in this volume, this editorial examines STEM learning at the intersection of equity, context, and educational opportunity. The contributions address inclusive engineering education, indigenous knowledge, resource-adaptive and virtual laboratories, scientific perspectives, school climate, authentic inquiry, and educational quality assurance. Three priorities emerge: fostering authentic and culturally responsive participation, connecting access to meaningful learning, and recognising institutional conditions as integral to educational quality. The editorial argues that equity cannot be inferred from access alone and that educational claims must remain proportionate to supporting evidence. Together, these studies highlight how educational practices and enabling conditions jointly shape opportunities for meaningful STEM learning.
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