Journal of Research in Environmental and Science Education
Efforts to Improve Grade 12 Students’ Learning Outcomes on the Topic of Electrolysis Through the Problem-Based Learning Model
This study investigates the implementation of Problem-Based Learning (PBL) to improve the chemistry learning outcomes of 12th-grade students on the topic of electrolysis. Chemistry learning often presents difficulties because many concepts are abstract, especially those involving microscopic processes such as ion movement and redox reactions. Preliminary observations revealed that more than 40% of students in class XII MIPA-1 at SMA Kolese De Britto had not yet reached the Minimum Completion Criteria (KKM = 80) on the topic of electrochemistry, with an average score of 70.57. To address this issue, PBL was applied as it emphasizes contextual problem-solving, student engagement, and the development of 21st-century skills. This research used a Classroom Action Research (CAR) design conducted in two cycles, each including planning, implementation, observation, and reflection. The participants were 30 male students aged 17–18. The instruments consisted of: (1) a learning achievement test with 10 essay items developed according to basic competencies and scored with a rubric, (2) an observation sheet with 10 indicators of participation, collaboration, and discipline, (3) a Likert-scale questionnaire with 20 statements to assess motivation, perception, and problem-solving skills, and (4) documentation of learning activities through photos, field notes, and student products. Data were analyzed both quantitatively (mean scores, mastery percentages) and qualitatively (observations, questionnaires, reflections). The results showed a significant increase in student achievement. The average score rose from 70.57 (33.33% mastery) in the pretest to 79.57 (63.33% mastery) after Cycle I, and 85.16 (80% mastery) after Cycle II. Questionnaire results also indicated improved motivation and collaboration, from 85.07% in Cycle I to 89.59% in Cycle II. Observations confirmed more balanced participation and greater problem-solving engagement. Overall, this study concludes that PBL is effective for improving understanding of electrolysis while fostering critical thinking, collaboration, communication, and creativity. The findings highlight that contextual problem-solving and guided discussions are crucial for bridging abstract chemistry concepts with real-world applications, making PBL a powerful approach for chemistry education.
Copyright (c) 2026 Suci Puji Setyowati https://creativecommons.org/licenses/by-nc/4.0
Effectiveness of 3Rs Waste Management Practice: Implications for Climate Change and Environmental Sustainability
The study examined the effectiveness of the 3Rs (Reduce, Recycle, and Reuse) waste management practice: Implications for climate change and environmental sustainability. A descriptive design (survey) was employed, while five research questions guided this research and were conducted in the University of Nigeria, Nsukka. Participants comprised all 333 undergraduate biology education students enrolled during the 2023/2024 academic session. All were purposively sampled to take part in the study as the population was deemed manageable. The questionnaire on Waste Management (QWM) served as a data collection tool. The questionnaire was duly validated by three professionals in science education and was trial tested on 20 students in the same institution, but different faculty, and yielded a reliability coefficient value of 0.81, using Cronbach’s alpha. Descriptive statistics of percentage, mean, and standard deviation were used to answer the study’s questions. The findings show that most practice waste management includes open dumping and burning composting, while the 3Rs were found to be rarely practiced in schools. The findings revealed that students are aware of the 3Rs approach to waste management. Among the prominent barriers identified were the school curriculum’s silence on 3Rs, lack of incentives to attract students to bring their waste for recycling, and the distance between dumpsites and where the populace lives. Lastly, the enforcement of environmental sanitation day within the school, the dumpsite should be located at a reasonable distance, and the opening of more dumpsite/waste containers within the schools was encouraged. It was recommended that an awareness program or campaign should be organized to enlighten the populace on the importance of the 3R approach to waste management.
Copyright (c) 2026 Geoffrey Ukala, Chinweokwu Ukamaka Ukala, Nsimeneabasi Michael Udoh, Josephine Ese Konyeme, Folasade Oluyemisi Olayinka https://creativecommons.org/licenses/by-nc/4.0
Engaging Science Teachers in Socioscientific Issue-Based Pedagogy in Indian Classrooms
The integration of Socioscientific Issues (SSIs) in science education has been widely recognised for its potential to enhance students’ scientific literacy and engagement with real-world issues. SSIs provide a framework for students to explore issues that intersect with science and technology (S&T), allowing them to develop critical thinking, problem-solving, and decision-making skills. However, despite growing policy support, teachers often face challenges in implementing SSI-based pedagogy due to its multidisciplinary nature, lack of training resources, and time constraints. This study explores a prototype short-term intervention program aimed at equipping secondary science teachers with the knowledge and skills necessary for effective SSI-based instruction. Grounded in the theoretical frameworks of co-construction and Pedagogical Content Knowledge (PCK), the intervention engaged two experienced science teachers in a structured process of developing and implementing SSI-based learning modules. Using a qualitative case study approach, data were collected through semi-structured interviews, recorded intervention sessions, teacher reflections, and module analyses. Findings indicate that while teachers recognised the value of SSIs in fostering student engagement and critical thinking, they encountered difficulties in balancing scientific content with social dimensions, managing value-laden discussions, and aligning SSI instruction with curricular demands. The study identifies key strategies and resources that facilitated teachers’ adaptation to SSI-based pedagogy, emphasising the role of reflective practices, contextualisation, and structured support in overcoming pedagogical challenges. By analysing teachers’ evolving PCK, this research contributes to the development of targeted professional development programs that bridge the gap between policy aspirations and classroom practices, ultimately promoting the integration of SSIs in science education.
Copyright (c) 2026 Meenakshi Kaushik, Sugra Chunawala, Deepa Chari https://creativecommons.org/licenses/by-nc/4.0
Demographic Drivers of Environmental Pollution Perception in Nigeria: A Quantitative Analysis
This study investigates how demographic and geographical factors influence people’s perceptions of pollution in Nigeria, utilising data from Afrobarometer Round 9. It focuses on demographic variables such as age, education level, and gender, alongside geographic factors, including residence in rural versus urban areas and differences among Nigerian regions. The research employs both descriptive and inferential statistical methods, like independent t-tests, analysis of variance (ANOVA), and Pearson’s correlation, to uncover patterns and relationships in pollution perception. The analysis reveals significant variations in how pollution is perceived across the different regions in Nigeria (F(5, 1599) = 26.676; p < 0.01), with distinct regional disparities but no statistically meaningful differences related to age. Particularly, individuals living in urban areas and those residing in the Northeast and Southeast regions of the country show heightened concern about pollution. Gender also plays a role, with males demonstrating a slightly higher level of awareness regarding pollution, supported by a small but significant positive correlation (r = 0.058, p < 0.001). Similarly, education positively correlates with pollution concern (r = 0.051, p < 0.001), indicating that higher educational attainment is linked with greater environmental awareness. Among specific environmental concerns, sanitation issues and plastic waste pollution stand out as the most urgent problems, cited by roughly a quarter of respondents. These insights suggest the importance of regional and demographic tailoring of public policies and environmental awareness campaigns. The study underscores the need for strategically designed interventions that cater to community-specific issues and demographics to improve pollution management and foster sustainable environmental practices across Nigeria.
Copyright (c) 2026 Moshood Babatunde Lawal https://creativecommons.org/licenses/by-nc/4.0
Assessment of Particulate Matter (PM2.5) in Higher Education Facilities in the Public and Private Sectors in Karachi, Pakistan
Air pollution in educational institutions is an emerging issue since students spend a considerable amount of their time in classrooms where they are exposed to fine particulate matter (PM2.5), which may have negative health and learning effects. In most urban and industrial areas, schools/universities are the direct sufferers of the pollution sources around them, and thus form a major area of concern as far as air quality evaluation is concerned. The purpose of this report is to assess PM2.5 levels in higher educational institutes in Karachi, with the aim of highlighting the degree of exposure and its health consequences on students and the need to raise awareness among both students and among both students and relevant authorities. The experimental data on the concentrations of PM2.5 were observed in two higher educational institutions (HEI) in Karachi. This is carried out by monitoring the air quality inside and outside of three different classrooms at different time intervals with a random number of students. The measured data were subsequently compared across the sites to determine the differences in the level of pollution and to determine the degree of exposure in comparison to international air quality guidelines. This study indicated that the quality of air in private institutes is much better than that in public sector institutes, but the overall air quality is not at the level as per WHO guidelines due to the general quality of air in the city. This study recommended that the elevated level of air pollution needs urgent attention from the government and other departments responsible for maintaining a sustainable environment in the city, as it is not only harmful to the residents of the city but also creates adverse effects on the students’ health.
Copyright (c) 2026 Kamran-ul-Haq Khan, Syed Muhammad Fazal-ul-Karim, Faisal Rasheed Yazdanie, Irwanto Irwanto https://creativecommons.org/licenses/by-nc/4.0
Impacts of Instructional Materials in Enhancing Biology Concepts Retention among Secondary School Students in Izzi, Ebonyi State, Nigeria
This study examined how instructional materials influence secondary school students’ ability to retain biology concepts. The study used a descriptive survey research approach and was directed by three research questions. Six hundred and two (602) SSII students comprised the study population, and 240 responders comprised the sample size using Slovin’s formula for sample size determinations. The students were sampled using a simple random sampling technique. The tool for gathering data was a structured questionnaire. Three test experts with backgrounds in measurement and evaluation and biology teaching face-validated the questionnaire. The quantitative data were analyzed using mean scores and frequency distribution tables. The study’s conclusions showed, among other things, that the effective and adequate use of instructional materials available for teaching and learning influences secondary school students’ retention of biology concepts. This is because such materials help in the recall of certain concepts and the recognition of biological principles. Additionally, because they make biology easier to study, using instructional materials improved the effectiveness of biology topics taught and learned. Based on the findings, the researcher recommends that students, teachers, educational administrators, and policymakers place more value on using instructional materials in biology classrooms. Government agencies, Ministries of Education, and educational agencies should supply instructional materials to secondary schools to improve the quality of teaching and learning of biology, and biology teachers should participate in seminars and workshops on the use of instructional materials to stay current on their knowledge and improve their effectiveness as teachers.
Copyright (c) 2026 Lucy Aja, Igwe Chinedu Okuku, Tukur Muhammad, Iruka John Elom, Lubega Mohammad, Chinyere Grace Ezeonwumelu, Kingsley Ikechukwu Oko https://creativecommons.org/licenses/by-nc/4.0
Assessment of Green Chemistry Competencies and Training Needs Among Secondary School Chemistry Teachers
Green chemistry, a framework for designing safer chemical processes and reducing environmental hazards, is increasingly essential in science education. However, in Nigeria, secondary school chemistry curricula lack adequate integration of green chemistry principles, and teachers remain underprepared to teach these concepts. This study assessed the green chemistry competencies and training needs of secondary school chemistry teachers in Lagos State to inform targeted professional development and policy reform. Employing a sequential mixed-methods design, data were collected from 43 chemistry teachers using structured questionnaires and semi-structured interviews. Quantitative data captured teachers’ self-reported practices, understanding of green chemistry principles, and perceived training needs, while qualitative interviews explored classroom implementation and contextual challenges. Findings revealed a significantly low level of green chemistry practice, with over 85% of teachers reporting that they never or rarely incorporated core principles such as atom economy, waste reduction, or energy efficiency into instruction. Teachers demonstrated limited understanding of the twelve principles of green chemistry and low confidence in applying them, particularly in designing green experiments, selecting environmentally friendly reagents, and teaching sustainable product design. Key barriers identified included limited curricular guidance, lack of resources, and insufficient training opportunities. A needs analysis highlighted six critical competency areas requiring urgent intervention, including foundational knowledge, lesson integration, laboratory practices, waste management, and application of advanced sustainability concepts. The study concludes that comprehensive, context-specific professional development and curriculum reforms are vital to bridge current competency gaps and enhance sustainable chemistry instruction. These findings offer actionable insights for policymakers, curriculum developers, and teacher educators seeking to embed environmental responsibility in science education.
Copyright (c) 2026 Toyin Eunice Owoyemi, Ayotomiwa Abel Akinde https://creativecommons.org/licenses/by-nc/4.0
Transforming Science Education: A Systematic Review of Evidence-Based Strategies for Cultivating 21st-Century Skills in STEM Education
The accelerating demands of the 21st century require science education to evolve beyond traditional content delivery and to cultivate skills such as critical thinking, collaboration, digital literacy, and global awareness. This systematic review examines 20 empirical studies published between 2017 and 2025 to identify evidence-based instructional strategies, namely inquiry-based learning, project-based learning, and integrated STEM approaches and immersive technologies (virtual reality, augmented reality, and simulations) that support the development of these competencies. Studies were retrieved from ScienceDirect (Scopus) and Google Scholar, screened against predefined inclusion and exclusion criteria, and synthesised through thematic analysis. Findings demonstrate that scaffolded inquiry and project-based frameworks consistently enhance critical thinking, creativity, and collaboration, particularly when complemented by structured reflection and visual-tool support. Immersive technologies amplify engagement and conceptual understanding, especially when metacognitive prompts accompany virtual or hands-on laboratory experiences. Integrated-STEM and EthnoVLab models further underscore the value of interdisciplinary, context-rich projects for motivation and higher-order skill acquisition. Equity-centred designs that incorporate assistive technologies and professional development for teachers are shown to be vital for inclusive implementation. Persistent barriers include limited access to technology, insufficient teacher training, and uneven policy support. The review highlights the need for longitudinal, mixed-method, and comparative investigations to assess the durability of 21st-century skill gains and to refine discipline-specific assessment tools. Implications extend to researchers, who should pursue innovative study designs; to policymakers, who must embed interdisciplinary, equity-focused standards and support structures; and to practitioners, who can pilot blended-STEM initiatives with peer-learning networks. Ultimately, this work offers actionable insights for bridging traditional pedagogy and contemporary educational demands, fostering sustainable reforms in science education.
Copyright (c) 2026 Bamidele Emmanuel Tijani, Adeniyi Michael Adeduyigbe https://creativecommons.org/licenses/by-nc/4.0
Influence of Students’ Attitudes, Interests, Mathematical Background, and Perception of Teacher Behaviour on Physics Achievement in Secondary Schools
This study investigates the influence of students’ attitudes, interests, mathematical backgrounds, and perceptions of their teachers’ behavioral patterns on their academic achievement in physics among senior secondary school students in Ibadan, Nigeria. Using an ex post facto research design, data were collected from 200 students through a Physics Achievement Test (PAT) and the Attitude, Interest, Mathematical Background, and Students’ Perception Questionnaire (AIMSQ). Descriptive and inferential statistical methods, including multiple regression analyses, were employed to evaluate relationships between the independent variables and students’ physics achievement. The findings revealed that students’ attitudes toward physics had a significant positive relationship with their achievement (β = .369, t = 4.000, p = .0001), as did their interest in physics (β = .785, t = 3.035, p = .0028). Students’ perceptions of their teachers’ behavioral patterns also showed a moderate but significant relationship with achievement (β = .183, t = 2.179, p = .0307). However, students’ mathematical backgrounds were not a statistically significant predictor of physics performance (β = .046, t = .496, p = .6206). The results underscore the importance of fostering positive attitudes and sustained interest in physics, enhancing teacher-student interactions, and providing supportive learning environments to improve students’ academic performance. Recommendations for improving physics education outcomes include professional development for teachers, integration of practical applications, strengthening mathematical skills, and enhancing motivational programs for students. The study concludes by emphasizing the need for a multifaceted approach to address the factors influencing students’ performance in physics and promote national scientific literacy and technological advancement.
Copyright (c) 2025 Edidiong E. Ukoh https://creativecommons.org/licenses/by-nc/4.0
Beyond Memorisation: Investigating the Influence of Open Inquiry on Chemistry Students’ Scientific Process Skills
The demand for 21st-century skills, particularly critical thinking, problem-solving, and scientific literacy, has necessitated a shift from traditional teacher-centred instruction to student-driven, inquiry-based learning. Open inquiry instructional strategy has been increasingly recognised for its potential to enhance students’ engagement and acquisition of process skills in science education. However, limited empirical evidence exists regarding its effectiveness in contexts where traditional methods still dominate. This study examined the effect of the open inquiry instructional strategy on the development of process skills in chemistry among secondary school students. A quasi-experimental research design was employed, involving a pre-test and post-test with a non-equivalent control group of 322 Senior Secondary School 1 (SSS1) students from six selected schools. Data were collected using the Chemistry Process Skills Assessment Test (CPSAT) and analysed using Analysis of Covariance (ANCOVA). The results revealed that students taught using open inquiry performed significantly better in process skills acquisition than those taught using the demonstration method (F(1, 319) = 74.305, p < .001, η² = .189). Additionally, while private school students had slightly higher mean scores than their public school counterparts, the difference was not statistically significant (F(1, 319) = 0.823, p = .365), suggesting that open inquiry is effective across different educational contexts. These findings highlight the need to integrate open inquiry into science curricula to promote active learning. The study recommends incorporating open inquiry into science curricula, providing teachers with targeted professional development, ensuring adequate laboratory resources, adopting a blended instructional approach, offering ongoing teacher support and mentorship, and conducting further research to explore its long-term impact and optimise its implementation.
Copyright (c) 2025 Bamidele Emmanuel Tijani https://creativecommons.org/licenses/by-nc/4.0
Examining the Relationship Between Age and Misconceptions in Electricity among Secondary School Students and the Moderating Role of Gender
Understanding electricity concepts, such as circuits, current, and voltage, presents significant difficulties for secondary school students due to their abstract nature and associated misconceptions. This study examines the relationship between age and misconceptions in understanding these concepts, as well as the moderating role of gender. A cross-sectional, quantitative research design was adopted, utilizing the Electricity Diagnostic Test (EDT) to evaluate 298 secondary school students. The findings reveal no significant relationship between age and misconceptions, indicating that conceptual misunderstandings persist across different age groups. Additionally, gender does not significantly moderate this relationship, suggesting that both male and female students face similar difficulties in learning electricity concepts. These results challenge traditional cognitive development theories, such as Piaget’s, which propose that older students should have a better grasp of abstract concepts. Instead, the findings align with research indicating that misconceptions in physics persist due to instructional methods rather than age-related cognitive development. The study highlights the importance of adopting evidence-based teaching strategies, such as interactive learning and conceptual change approaches, to address misconceptions. This research contributes to physics education by emphasizing the need for gender-inclusive pedagogies and targeted interventions that focus on addressing misconceptions rather than assuming natural conceptual progression. The findings have practical implications for educators and policymakers, advocating for curriculum adjustments that integrate diagnostic assessments and active learning methodologies to enhance conceptual understanding in electricity. Future research should explore additional socio-cultural factors influencing physics learning and assess the long-term impact of instructional interventions on conceptual retention.
Copyright (c) 2025 Adeniyi Michael Adeduyigbe https://creativecommons.org/licenses/by-nc/4.0
Bridging Cognitive Gaps in Physics Education: The Role of Age, Motivation, and Instructional Strategies
This paper explores the intersection of age, motivation, and instructional strategies in shaping students’ understanding of physics concepts. A growing body of research suggests that effective physics education must account for the developmental differences among learners, particularly as they move through various cognitive stages. Drawing from Piaget’s theory of cognitive development, the paper emphasizes that while students typically transition from concrete to formal operational thinking during secondary school, this progression is not uniform and is influenced by several factors beyond age, including instructional methods and individual motivation. Some students may reach formal operational thinking earlier and show readiness for abstract reasoning, while others may require additional support and scaffolding. This variability presents a significant challenge for educators aiming to deliver content that resonates with all learners. Younger students often rely on tangible, hands-on experiences to understand physics, whereas older students gradually develop abstract reasoning skills necessary for engaging with more complex scientific principles. Motivation, both intrinsic and extrinsic, plays a critical role in student engagement and persistence, with high self-efficacy and interest in physics contributing significantly to conceptual mastery. The paper advocates for age-responsive instructional strategies that are tailored to students’ developmental readiness, including scaffolding, differentiated instruction, inquiry-based learning, and the use of technology to personalize and enrich the learning experience. Based on these insights, the paper presents practical recommendations for curriculum development and teaching, such as incorporating real-world applications, integrating cross-disciplinary content, promoting equity and inclusion, and enhancing teacher professional development. By aligning instructional practices with students’ cognitive stages and motivational drivers, educators can bridge learning gaps, foster deeper conceptual understanding, and create more inclusive and effective physics classrooms that support long-term academic success.
Copyright (c) 2026 Adeniyi Michael Adeduyigbe, Uchenna Kingsley Okeke, Sam Ramaila https://creativecommons.org/licenses/by-nc/4.0
Effectiveness of Open Inquiry Instructional Strategy on Secondary School Chemistry Students’ Conceptual Knowledge
Chemistry is a cornerstone of science, yet students in Nigeria often face challenges in achieving conceptual understanding due to the reliance on traditional teaching methods. These methods prioritise rote memorisation over deep comprehension, limiting students’ ability to apply scientific principles effectively. To address this challenge, this study investigates the impact of the open inquiry instructional strategy in enhancing secondary school students’ conceptual knowledge in chemistry. Using a quasi-experimental pre-test-post-test design, 322 Senior Secondary School 1 (SSS 1) students from six purposively selected schools participated in the study. The experimental group (166 students) was taught using open inquiry while the control group (156 students) received demonstration-based instruction. Data were collected using the Two-Tier Diagnostic Test (TTDT), assessing students’ ability to explain concepts, make connections, and apply scientific reasoning. Paired samples t-tests and ANCOVA were employed for data analysis. The findings revealed that students taught with open inquiry demonstrated significantly higher conceptual knowledge than those taught with the demonstration method. Notably, no significant differences were observed in outcomes between public and private school students, indicating the strategy’s adaptability across different educational contexts. These findings contribute to the growing body of knowledge on effective instructional strategies for teaching chemistry in senior secondary schools and highlight the importance of integrating open inquiry into science curricula. The study recommends the incorporation of inquiry-based teaching approaches alongside adequate teacher training to enhance students’ learning experiences. Future research should explore the long-term impact of open inquiry and its effectiveness in other scientific disciplines.
Copyright (c) 2025 Omolabake Temilade Ojo, Bamidele Emmanuel Tijani https://creativecommons.org/licenses/by-nc/4.0
Psychology of Sustainability: Education for Sustainable Development in India
The intersection of psychology and sustainability within the domain of education represents a critical nexus for understanding and addressing pressing environmental challenges facing humanity. The paper embarks on a comprehensive journey through the interplay between psychology and sustainability in education, illuminating key theoretical frameworks, empirical insights, and practical implications for fostering sustainable mindsets and behaviors among individuals and communities. Central to the inquiry is the recognition of the urgent need for transformative approaches in education to mitigate climate change, biodiversity loss, and resource depletion. Through an interdisciplinary lens, the paper navigates the complex terrain of human cognition, emotion, and decision-making processes underlying attitudes and behaviors towards the environment. Psychological theories such as cognitive dissonance, environmental identity, and behavioral economics serve as foundational pillars for understanding the complexities of sustainable behavior and the barriers hindering its adoption. Moreover, the paper elucidates the pivotal role of education in cultivating sustainable mindsets and behaviors, emphasizing the significance of Education for Sustainable Development (ESD) as a catalyst for transformative learning and societal change. From curriculum design to campus operations, Higher Education Institutes (HEIs) emerge as key actors in advancing sustainability goals and nurturing a culture of environmental stewardship. As agents of change, teachers wield considerable influence in shaping the attitudes and behaviors of future generations towards sustainability, highlighting the importance of innovative pedagogies, experiential learning, and transformative teaching practices. Through the integration of psychology, education, and environmental stewardship, we can pave the way towards a brighter tomorrow grounded in principles of sustainability, resilience, and social justice.
Copyright (c) 2025 Atasi Mohanty, Ashraf Alam, Aashish Mohanty https://creativecommons.org/licenses/by-nc/4.0
Development and Acceptability of Environmental Education Kit for Elementary Learners
Contextualizing environmental education is a significant factor in shaping learners’ understanding of their environment. The absence of local knowledge in environmental education can significantly impact learners’ ability to understand environmental learning when applied in their local context. This study has developed an Environmental Education Kit (EE Kit) containing contextualized activities aligned with the learning competencies listed in the newly implemented MATATAG or K–10 Curriculum for elementary learners in Davao del Sur, Philippines. The use of developmental research design was employed in this study since the main goal of the study is to create a contextualized EE Kit. In developing the EE Kit, the researchers have included five components, namely, topics, specific objectives, key concepts, directions, and activities. To determine the appropriateness of the developed EE Kit, 44 elementary science teachers from the Province of Davao del Sur, Philippines, were invited to participate in this study. The questionnaire used involved a Likert scale with five response options to assess various aspects of the kit, including its language, format and layout, and level of difficulty. Result of the analysis shows that teachers have rated all indicators under the content and face validity components as highly acceptable, providing positive feedback on the EE Kit’s potential as a valuable resource to enhance contextualized learning in environmental education. Therefore, it is recommended that elementary science teachers utilize the EE Kit to allow hands-on experiences under the newly implemented curricula. Moreover, the need for future studies to assess the EE kit’s efficacy from the learners’ perspective is recommended, demonstrating our ongoing commitment to improving the EE Kit for Filipino learners.
Copyright (c) 2025 Lura Love Castro, Windy Marie Cawayan, Chendy Maximino, Tomas Jr Diquito https://creativecommons.org/licenses/by-nc/4.0
Integrating Artificial Intelligence in STEM Education: Enhancing 21st Century Skills in Zimbabwean Universities
In recent years, integrating Artificial Intelligence (AI) into STEM education has emerged as a critical focal point in Zimbabwean universities, aimed at enhancing essential 21st-century skills among students. As AI continues to exert transformative effects across various sectors, it becomes imperative for students to cultivate the competencies necessary to thrive in an increasingly AI-driven economy. This qualitative study investigates the nuances of AI integration within the STEM educational framework in Zimbabwe, emphasising the potential benefits, prevailing challenges, and strategic methodologies for successful implementation. To gather comprehensive insights, semi-structured interviews were conducted with 30 diverse participants, including students, lecturers, university administrators, and industry experts. Thematic analysis of the data collected unveiled three central themes: the urgent need for AI literacy and skill development, the significance of contextualised learning through industry partnerships, and the existing challenges related to infrastructure and resource limitations. Findings from this study underscore the necessity for a holistic approach toward AI integration in STEM education. It highlights the critical role of curriculum development that encompasses AI technologies, ongoing faculty training to keep lecturers abreast of evolving trends, and collaborative efforts with industry stakeholders to ensure relevant and up-to-date learning experiences. Furthermore, the recommendations derived from this research hold potential implications for educational policy and practice, not only within Zimbabwe but also for other developing nations grappling with similar challenges. By promoting an AI-enhanced educational framework, Zimbabwean universities can better prepare their students to meet the demands of the modern workforce and cultivate a generation equipped with the relevant skills needed for success in the complex landscape of the 21st century.
Copyright (c) 2025 Doris Chasokela https://creativecommons.org/licenses/by-nc/4.0
Investigation on Science Education Chemistry Students’ Attitudes towards Online Instruction in Public Universities
Despite the importance of Chemistry online instruction like accessibility, flexibility, and the quality of learning experiences some students seems not to appreciate it due to some attitude factors like lack of skills. Due to this, the study examined science education Chemistry students’ attitudes towards online instruction in public universities. Four research questions guided the study. The study adopted a descriptive Survey design. The sample size of the study was 195 undergraduate chemistry education students from the population of 312 comprising of 217 males and 95 females in Anambra State public universities. The study adopted a random sampling technique and data were collected through structured questionnaire administered to the students from Nnamdi Azikiwe University, Awka and Chukwuemeka Odumegwu Ojukwu University, Uli. The questionnaire which was adapted from Azeta and Durowoju (2018) titled Chemistry Education Students’ Attitudes Towards Online Instructions (CESATOI) was validated by three experts in the Department of Science Education, faculty of education, Nnamdi Azikiwe University and its reliability coefficient of 0.86 was established using Cronbach alpha. The data collected were analyzed using mean. Findings revealed that students generally have a positive attitude towards online instruction of computer science as a course. While these attitudes exist among students, the findings also indicated some challenges that undermine the quality of online instruction and the strategies to enhance the system. Based on the findings, it was recommended that Undergraduate chemistry education students should avail themselves to participate fully in the different possible strategies as identified by putting more interest in the use of online instruction. This will help to validate the level of challenges that has been dealt with. To enhance the quality of online instruction, and to foster right attitude among students, the institutions and government should provide a conducive online learning environment, free network access and good technological support. From the recommendations it was concluded that chemistry education students display a positive attitudes towards online instruction.
Copyright (c) 2025 Joy Anulika Eke, Maxwell Chukwunazo Obikezie, Madeleine Chinyere Nwankwo https://creativecommons.org/licenses/by-nc/4.0
The Status of the Marine Economy in South Africa Forward to Sustainable Development and Implications for Vietnam’s Maritime Strategy
The marine economy is a vital component of South Africa’s overall economic framework, encompassing a broad range of industries such as fishing, shipping, offshore oil and gas, marine tourism, and aquaculture. Surrounded by extensive coastlines, South Africa is strategically positioned with a vast maritime zone that presents considerable potential for economic expansion. Harnessing this potential through the development of the marine economy is crucial for the nation’s sustainable economic growth. This paper aims to provide an in-depth analysis of the current state of South Africa’s marine economy by examining the performance of its key sectors. It evaluates both the challenges and opportunities faced by the industry, while also discussing the government’s policies and strategies designed to foster sustainable development. One of the key objectives is to shed light on the significant contributions of the marine economy to the national economy, offering a comprehensive understanding of its role and importance. Additionally, the paper will highlight the necessary steps for unlocking the full economic potential of South Africa’s maritime resources. The marine economy not only promises to boost economic output but also to create job opportunities and enhance the nation’s competitiveness on the global stage. By addressing the existing obstacles and exploring innovative solutions, South Africa can build a resilient and thriving marine sector that will contribute to the long-term prosperity of the country.
Copyright (c) 2025 Trang Mai Tran https://creativecommons.org/licenses/by-nc/4.0
Research Trends of Computational Thinking: A Bibliometric Review Over Three Decades
Currently, computational thinking is considered one of the future abilities that students must have. However, existing research has not offered comprehensive findings and explorations of computational thinking. This research presents bibliometric analysis research to investigate the development of research on computational thinking abilities at all levels of education. Specifically, the main aim of this research is to analyze trends in computational thinking research using bibliometric mapping based on variables: publications, citations, keywords, journals, authors, and countries. The initial search produced 5188 documents, which were then filtered into 1599 articles according to the inclusion and exclusion criteria. The first article recorded was from 1987 and the number of articles published increased in 2014-2022. This shows that the research trend in computational thinking has become a quite popular research topic in line with the awareness of the importance of computational thinking skills as one of the abilities that must be needed by the current generation. In relation to keywords related to computational thinking, discussion of computational thinking abilities is no longer limited to computer science or programming, but has spread to education, whether learning, assessment, or other supporting abilities. In addition, it is also identified the most productive journals in producing research on this topic, along with institutions and countries that have made major contributions to the related research. As the most productive country, the United States leads the list, followed by China and Türkiye. Overall, these results provide a broad picture of understanding regarding the development of computational thinking abilities that have been connected to various fields. Therefore, in the field of education, it is appropriate for policy holders to consider computational thinking skills to be integrated into the current curriculum.
Copyright (c) 2024 Sela Marselyana Abadi (Author) https://creativecommons.org/licenses/by-nc/4.0
How Important Does Chemistry and Literacy? Bibliometric Analysis from 1993–2023
Literacy is the ability to identify, understand, interpret, create, communicate and compute that involves a continuum of learning measured at different proficient levels. It become as important aspect in nation development since being functionally literate is fundamental to all forms of successes a student. Chemistry as a part of science education, also making the primary objective of education to be chemical literacy. The purpose of this study is to analyze the relationship between chemistry and literacy and see its trends to find the research opportunity for further research by conducting a comprehensive bibliometric analysis over the years. A total of 688 documents were collected using the VOSviewer software from 1973 indicating the beginning of the field until 2023, then analyzed 535 articles from the year 1993. There are 60 articles as the most published in the 2020 and the most cited papers from Timothy and Cynthia Shanahan in 2008 with 844 cited. Keyword such as “Students”, “Chemistry”, “Humans”, and “Scientific Literacy” was the trending topic in this research. Sri Rahayu from Indonesia was the most productive authors and Journal of Chemical Education was the most active source with 81 documents. Universitas Negeri Malang with 22 papers as the most productive institution, followed by Universitas Negeri Yogyakarta, Universitas Pendidikan Indonesia and Universitas Negeri Jakarta with 10 papers. The most prolific country with the most research is the United States, followed by Indonesia and United Kingdom. This review provides summary of the research as well as potential future prospects for the area.
Copyright (c) 2024 Yuliana Dwi Asworo (Author) https://creativecommons.org/licenses/by-nc/4.0
Validation Tool for Chemistry Teaching Innovations: Polytomous Rasch, Confirmatory Factor, and Reliability Analyses
The study developed and validated the Chemistry Teaching Innovations Validation (CTIV) tool to meet the changing needs of chemistry teaching and enhance student engagement and understanding. The CTIV tool, built on the ADDIE concept, has five main components: pedagogical approach, content relevance, technology integration, assessment strategies, and teacher support and professional development. Item creation, scale formulation, and scale evaluation were all part of the validation process, including thorough testing for validity and reliability. Seven experts validated the created items, fifteen in-service teachers further improved and verified the items as included in the scale, and 264 in-service teachers participated in the pilot-testing of the revised tool. The CTIV was evaluated using various statistical analyses, including the infit and outfit values, which confirmed its reliability. The robustness of the instrument was validated by strong Cronbach’s alpha values and confirmatory factor analysis (CFA), which showed good internal consistency and precise measurement of the desired components. The CTIV tool offers teachers a systematic way to assess and use teaching innovations, guaranteeing conformity to curricular requirements and improving the quality of Chemistry education. With the help of this comprehensive validation tool, which connects theory and practice in education, Chemistry and Science classrooms can become more productive and interesting places to learn.
Copyright (c) 2025 Joje Mar P. Sanchez https://creativecommons.org/licenses/by-nc/4.0
Exploring the Development of Reflective Practice Knowledge in Nursing Students
Reflective practice is a fundamental pillar of contemporary nursing education, crucial for developing competent, autonomous, and reflective practitioners. It empowers nursing students to critically analyze complex healthcare scenarios, make evidence-based decisions within their professional domain, and implement effective interventions both independently and as part of multidisciplinary teams. Reflective practice also bridges the gap between theoretical knowledge and practical application, fostering the critical thinking skills vital to delivering high-quality patient care. This study examines nursing students’ understanding of reflective practice and its integration into the curriculum at the Higher Institute of Nursing Professions and Health Technology (ISPITS) in Al Hoceima. A structured survey was administered to 100 ISPITS students to evaluate their perceptions and knowledge of reflective practice. The findings revealed notable ambiguities in students’ understanding of the concept, highlighting a lack of clarity regarding its objectives and methods. Furthermore, significant gaps were identified in the practical application of reflective practice within the educational framework. These challenges are exacerbated by constraints faced by instructors, such as limited resources, inadequate training in reflective teaching methods, and insufficient institutional support for the effective implementation of reflective practice. Despite these obstacles, instructors have made considerable efforts to diversify teaching methods and tools to foster student reflection, even in the absence of formal training in reflective practice. Their dedication underscores the critical need for targeted interventions. Recommendations include providing specialized training for instructors, integrating structured reflective activities into the curriculum, and cultivating an institutional culture that values and supports reflective practice. These strategies are essential to prepare nursing students to excel in dynamic healthcare environments, ensuring the delivery of safe, effective, and compassionate care.
Copyright (c) 2025 Zineb El Atmani https://creativecommons.org/licenses/by-nc/4.0
Patterns of Teacher-Student Interaction in Relation to Chemistry Achievement in Science Secondary Schools of Kano-Nigeria
The pattern of interaction is a live construct which explains the medium or mode of sharing knowledge of the subject matter and related issues in an academic environment. Recently, the pattern of interaction has been held responsible as one of the causes of poor achievement in chemistry and in sciences in general. Consequently, the present study investigates the teacher-student interaction modes such as ICT utilization, students’ motivation, diagrams-enhanced discussion, mnemonics-enhanced tutorial, and instructional materials in relation to students’ learning variables such as perception, interest, attitudes, laboratory attendance, and test scores for Chemistry Achievement in Science Secondary Schools of Kano-Nigeria. The research design used is correlational research design. A sample of 346 students was drawn through simple random sampling techniques from the study population of 3,071 students. Two instruments of data collection used in the study include; the questionnaire entitled; Teachers’ Patterns of Interaction in Relation to Chemistry Achievement Questionnaire (TMIRCAQ), with a reliability coefficient of 0.88 and Chemistry Achievement Test with a reliability coefficient of 0.96. Method of data analysis used include; simple percentage, mean of the descriptive statistics and Spearman’s Rank Order correlation statistics. The results show a significantly positive correlation between ICT utilization, students’ motivation, mnemonics- tutorial, instructional Materials, and diagram based discussion patterns of interaction with chemistry achievement. The study recommends the use of ICT, diagram based discussion, mnemonics tutorials, instructional materials and students’ motivation patterns of interactions for all teachers to improve students’ achievement in chemistry.
Copyright (c) 2025 Victor Tubosun Babalola, Awaisu Umar, Halima Sani Tafida https://creativecommons.org/licenses/by-nc/4.0
The Trends of Differentiated Instruction Research: Bibliometric Analysis Spanning 1961–2023
In educational research, differentiated instruction, or DI, is a popular subject. Staying up to date with its most recent advancements and frontiers open up new research avenues. This article analyzes developments and trends in differentiated learning using bibliometric analysis between 1961 and 2023. This research focuses on publications from 1961 to 2023, frequently cited keywords, authors who most frequently publish about DI, most frequently cited authors, journals that publish the most, countries that publish the most on DI topics. In the bibliometric analysis, a total of 842 articles were obtained, taken from the Scopus database. The findings indicated that : (1) 2021 marks the pinnacle of publication with 82 papers,(2) Differentiated Instruction, student, teacher, learning, e-learning have been the most popular search terms, (3) Davies et al. (2013), Valli and Buese (2007), Zhu Z (2016), Subban (2006), Reis et al (2011) these have been the papers that have been quoted the most, (4) Katrien Struyven, Marcela Pozas, Letzel, V author with the most number of publication, (5) International Journal of Inclusive Education, Teaching And Teacher Education, ASEE Annual Conference And Exposition Conference Proceedings are among the best journals, (6) Vrije Universiteit Brussel, Universiteit Gent, University of Virginia have been the leading universities, and (7) US, Belgium and Canada have been the leading nations in this sector. This paper is a valuable addition to the subject matter and gives a thorough summary, the scientific environment, and the subject’s future directions.
Copyright (c) 2024 Muhamad Asep Hidayat Amin (Author) https://creativecommons.org/licenses/by-nc/4.0
Trends of Design Thinking Research in STEM Education: Bibliometric Analysis
Research on design thinking in education is increasing from year to year. design thinking offers creative freedom to teach, serving as a guide to enhancing the STEM experience for students. The purpose of this study is to provide an up-to-date map that explains and systematizes a collection of information from the Scopus database relating to design thinking research in STEM education. The keywords used are “design thinking” AND “STEM Education”. A total of 812 documents were identified from various types of documents and years. All data were used in bibliometric analysis. The findings show that design thinking research in STEM education has increased every year with the use of English as the most widely used language. The most published type of document is the Conference Paper. The United States of America is the most productive country with the highest number of publications and citations. The most published author is Lee. CS while Ramani K got the most citations. The most influential journal is Design Studies while the most productive source is ASEE Annual Conference and Exposition. While articles written Stempfle (2002) recorded as the most cited articles. The most used author keyword in articles is design thinking.
Copyright (c) 2024 Rifqi Ghufrooni (Author) https://creativecommons.org/licenses/by-nc/4.0
Identify Students’ Misconceptions on Electrolysis using Two-Tier Diagnostic Test
In the literature, lack of conceptual understanding makes it difficult for students to relate chemistry to their learning experience, leading to misconceptions. Misconceptions are defined as phenomena where students have concepts that differ from scientific concepts. Misconceptions will affect how students construct scientific knowledge in the next learning material. Therefore, the study of this misconception is an important concern in the field of education. The purpose of this study was to identify students’ misconceptions on electrolysis material. The instrument used in the study was a two-tier diagnostic test consisting of 10 questions at the first level and supporting reasons at the second level. The questions contained in this instrument are taken from previous research. This study used a qualitative descriptive approach involving 55 students from class XII Analytical Chemistry in one of the vocational high schools in Cilegon City. The results showed that out of a total of 55 students, there were students who understood the concept as much as 34%, students who experienced misconceptions as much as 30.73%, students who understood partially as much as 9.82% and students who did not understand the concept as much as 25.45%.
Copyright (c) 2024 Esrida Hutahaean, Pardiana Pardiana , Yanti Hadiyati (Author) https://creativecommons.org/licenses/by-nc/4.0
The Use of STEM as a Tool for Teaching the Concept of Magnetism in Kindergarten
This study explores the integration of STEM education as a tool for teaching the concept of magnetism to kindergarten children. The research highlights the importance of engaging young learners through hands-on activities and creative storytelling, which allows them to express their understanding of magnetism based on their everyday experiences. The findings indicate that children initially possess misconceptions about magnets, such as believing that they attract all metals and that larger magnets are inherently stronger than smaller ones. Children are guided to correct these misconceptions and better understand magnetic properties through structured activities, such as drawing objects attracted and repelled by magnets. Artificial intelligence tools, such as ChatGPT and ideogram.ai, facilitate collaborative storytelling, enabling children to create illustrated narratives about magnets and enhancing their engagement and creativity. The study also emphasizes the role of technology in supporting children’s learning processes, allowing them to visualize and present their findings innovatively, such as through videos and presentations. Moreover, the research identifies the need for further exploration of children’s interactions with magnets and the effectiveness of AI in teaching complex scientific concepts to preschoolers. The results suggest that active participation in STEM activities significantly boosts children’s confidence and interest in science, laying a foundation for future engagement in STEM fields. Overall, this paper contributes valuable insights into the pedagogical strategies that can enhance the teaching of magnetism in early childhood education, advocating for the continued integration of technology and creative methods in the learning process.
Copyright (c) 2025 Vasiliki Samara, Konstantinos T. Kotsis https://creativecommons.org/licenses/by-nc/4.0