Journal of Research in Environmental and Science Education
Policy-Based Green Accounting in Basic Education Institutions in Low-Income Countries: Contributions and Missing Dimensions
In this paper, I argue that green accounting in basic education institutions in low-income countries receives an inevitable priority in policy innovation demands currently. The paper analyses the contributions and salient gaps in the implementation of selected environmental conventions, protocols, and policy frameworks, and local priorities for green accounting in basic education institutions. The analysis is grounded in economic theory and affirms the Sustainable Development Goals (SDGs). An online ethnographic review was used to collect and systematically analyse 26 documents, including 7 environmental conventions, 3 related protocols, 1 local policy, and 15 related research publications gathered using the PRISMA approach. The analysis reveals that green accounting faces a parochial place in the implementation of environment-affecting programmes in basic education institutions of low-income countries. This situation results from inadequate local institutional capacity in terms of finances, technicalities, and technologies necessary to comply with the contentions of implemented documents. Consequently, despite the high proportions of ratifications of the documents by the State parties, environmental conservation, protection, and rehabilitation goals are not realised to the expected extent. It is imperative that the eco-environmental economic cost implications of running basic education institutions be accounted for, and there are adjustments in policy frameworks to facilitate environmental performance in local institutions.
Copyright (c) 2026 Reuben Bihu https://creativecommons.org/licenses/by-nc/4.0
Impact of AI-Enhanced Training on Green Chemistry Understanding of Secondary School Chemistry Teachers
Green chemistry education is increasingly recognised as essential for aligning chemistry instruction with Education for Sustainable Development goals, yet secondary chemistry teachers often lack adequate conceptual understanding and pedagogical strategies to integrate green chemistry principles into classroom practice. While artificial intelligence offers promising avenues for personalised teacher professional development, AI-enhanced training specifically targeting green chemistry competencies remains underexplored in Sub-Saharan African contexts. This study examined the impact of an AI-enhanced training programme on secondary school chemistry teachers’ understanding of green chemistry principles and evaluated the effectiveness of a structured, need-based professional development intervention. A two-phase design was employed: Phase 1 used the ADDIE model to develop a training module delivered via an AI-powered Mini Course Generator platform, while Phase 2 implemented a single-group pre-test–post-test design with 43 chemistry teachers from Education District IV, Lagos State, Nigeria. Participants completed the Green Chemistry Understanding Test before and after a four-week self-paced intervention comprising three modules covering introduction to green chemistry, the twelve principles, and classroom integration strategies. The AI platform personalised learning pathways, generated contextualised materials, and provided automated feedback. Results showed statistically significant improvement from pre-test (M = 9.58, SD = 2.95) to post-test (M = 14.51, SD = 3.21), t(42) = -21.47, p <.001, representing a 51% gain in understanding with a very large effect size (Cohen’s d = 1.62). The findings demonstrate that structured, AI-enhanced professional development can effectively address teachers’ green chemistry knowledge gaps. Recommendations include scaling up AI-supported training across education districts, integrating green chemistry and AI literacy into pre-service and in-service teacher education curricula, and strengthening national curriculum frameworks to support sustainability-oriented chemistry instruction.
Copyright (c) 2026 Ayotomiwa Abel Akinde, Toyin Eunice Owoyemi https://creativecommons.org/licenses/by-nc/4.0
Laboratory Engagement and Conceptual Mastery in Chemistry
Optimizing science pedagogy within the K–12 STEM curriculum requires identifying the practical drivers of academic achievement, which remains a vital educational priority. This study examines the relationship between laboratory engagement and conceptual mastery in chemistry among Science, Technology, Engineering, and Mathematics students. Using a descriptive-correlational design, the research surveyed 347 students from selected private institutions in Valencia City, Bukidnon, during the 2024–2025 and 2025–2026 school years. Data were collected through two researcher-made, expert-validated, 30-item questionnaires—the Chemistry Laboratory Engagement Questionnaire and the Conceptual Mastery Questionnaire—both of which demonstrated high internal consistency. These data were subsequently analyzed using descriptive statistics and Pearson correlation analysis. Descriptive results indicate that students maintain a moderate level of laboratory engagement overall (3.91). Within this domain, collaborative learning received the highest rating (4.18), followed by technology integration (3.82) and hands-on experimentation (3.73). Similarly, students’ conceptual mastery in chemistry was rated as very satisfactory overall (3.81); while problem-solving skills yielded the highest performance (4.07), the lower scores for conceptual change (3.68) and knowledge application (3.67) highlight specific opportunities for targeted instructional improvement. Pearson correlation analysis demonstrated a significant positive linear relationship between laboratory engagement and conceptual mastery (r = .445, p < 0.05), leading to the rejection of the null hypothesis. The study concludes that active and effective laboratory participation is crucial for promoting deeper conceptual understanding and academic performance in chemistry. It recommends that educational institutions prioritize robust laboratory programs emphasizing hands-on learning and structured collaborative practices.
Copyright (c) 2026 John Lloyd P. Alarcon, James L. Paglinawan https://creativecommons.org/licenses/by-nc/4.0
Effect of Maritime Sector Reforms and Strategic Manpower Reorganization on Maritime Business Performance in Nigeria
Reforms are deliberate initiatives designed by the government or top management of an organization to effect some strategic improvements in the state or that particular institution. From a sectoral perspective, maritime reforms are geared towards facilitating the operational standards and developing the maritime sector to meet global benchmarks in efficient operations and management. Reforms are strategic policy thrusts consciously mobilized to grow the capabilities and core competencies of an economy. However, critical action plans have not been developed to attract investments in the maritime sector, and it has been discovered that the Nigerian maritime sector is grappling with several challenges that can only be addressed by strategic reforms. The objectives of the study are to boost government revenue, attract foreign direct investments (FDIs), sustain bilateral trade relations, and generate employment opportunities for the Nigerian population. The study considered measures that would assist the government and port administrators in overhauling the maritime sector, enhancing service delivery, attracting investments, and ensuring a secure environment for enterprising maritime businesses. It employed multiple regression analysis to analyze the primary data generated by administering a set of questionnaires. Multiple regression analyses were significant for the study because they accommodate more than one variable and do not alter the effects or results of individual variables. Findings revealed that maritime sector reforms and manpower reorganization have a positive and significant relationship with maritime performance. It was also affirmed that several challenges are impeding the performance of the industry in Nigeria, such as overbearing political interference, poor conditions of ports, a dearth of infrastructure, port congestion, and so on. The study recommends aggressive, strategic maritime reforms and a concrete manpower reorganization plan because the business world is fast-growing without considering nations that refuse to catch up with the dynamics associated with the growth process. Moreover, the growth process is accelerated by improved human knowledge and technological advancements.
Copyright (c) 2026 University Ovuokeroye Edih, Mina Enaikpobomene Irejeh https://creativecommons.org/licenses/by-nc/4.0
Technological Pedagogical Content Knowledge and Conventional Lecture Method: Comparative Effects on Biology Learning Outcomes
The persistent underachievement of students in biology in Nigeria has remained a source of concern, as conventional lecture methods are often unable to foster meaningful learning or sustain students’ interest in the subject. To address this gap, this study explored the effects of the Technological Pedagogical Content Knowledge (TPACK) instructional strategy and the Conventional Lecture Method (CLM) on students’ achievement and perception of biology, with gender included as a moderating factor. The study employed a quasi-experimental, pretest–posttest non-equivalent control group design. A sample of 337 Senior Secondary School II science and commercial students was drawn from six intact classes across public schools in Lagos State using a multistage sampling procedure. Two instruments, the Biology Achievement Test (BAT) and Students’ Perception of Biology Questionnaire (SPBQ), were administered, and the data were analysed using Analysis of Covariance (ANCOVA) at the 0.05 significance level. The results indicated that TPACK had a significant main effect on achievement, F(1, 332) = 28.67, p < .001, partial η² = .080, while gender also had a significant effect, F(1, 332) = 6.49, p = .011, partial η² = .019. A significant interaction between gender and instructional strategy was found on achievement, F(1, 332) = 8.59, p = .004, partial η² = .025. In terms of perception, strategy had a significant effect, F(1, 332) = 4.13, p = .043, partial η² = .012, and gender was also significant, F(1, 332) = 9.01, p = .003, partial η² = .026, but their interaction was not. The study concludes that TPACK enhances students’ achievement and perception in biology, though achievement gains varied by gender.
Copyright (c) 2026 Iskeel Sina Raheem, Jelili Kehinde Tijani https://creativecommons.org/licenses/by-nc/4.0
Teacher-Centered Systemic Reform Model: An Exploration of the Contributing Factors to Science Teachers’ Adoption of Inquiry-Based Pedagogy
Inquiry-based pedagogy is a constructivist-based student-centered instructional approach that facilitates learners’ active construction of knowledge through exploration and questioning. Recognized in national curricula, such as the Framework for K-12 Science Education, this approach has been identified as a powerful strategy to achieve the goal of science education: preparing scientifically literate citizens capable of addressing societal challenges. Despite its benefits, prior research highlights the slow adoption of inquiry-based pedagogy among science teachers, limiting meaningful teaching and learning opportunities for learners. This study investigates the factors influencing teachers’ adoption of inquiry-based pedagogy through the lens of the Teacher-Centered Systemic Reform (TCSR) model in the Nigerian context. Employing a survey research design, data were collected using a structured questionnaire distributed via Google Forms to science teachers across Lagos State, Nigeria, with 206 respondents filling out and returning the survey. Descriptive and regression analyses of the data revealed that among the variables considered, only years of teaching experience significantly predicted teachers’ adoption of inquiry-based pedagogy (β =0.91, p< 0.005). Other variables, including teacher responsibility, support, classroom management, and teacher thinking, were found to be statistically insignificant. These findings prompted a deeper exploration of potential reasons for their lack of significance, shedding light on systemic challenges within the educational landscape that science teachers have surmounted over the years. The study suggests the need for the Nigerian education system to prioritize creating an enabling environment that empowers teachers at all experience levels to embrace innovative, student-centered pedagogical practices that meet the demands of 21st-century education.
Copyright (c) 2026 Monday Moju, Nation Ibetobou John, Chiamaka Nneka Oguejiofor https://creativecommons.org/licenses/by-nc/4.0
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
Effect of Interactive Invention and Traditional Lecture Instruction on Pre-Service Teachers’ Interest in Cell Biology
Cell biology is an important concept in biology that helps students understand other concepts in the field. Students’ interest has continued to wane over the years as a result of poor performance in the cell biology course. Therefore, this study sought to determine the impact of interactive invention and traditional instruction on student teachers’ interest in cell biology. The study also aimed to investigate the effect of problem-solving ability on pre-service teachers’ interest in cell biology as a moderator. Three (3) hypotheses were formulated to guide the study. A pretest-posttest control group quasi-experimental research design was employed. Four hundred and four pre-service teachers participated in the study. The study utilised all available NCE 1 pre-service biology teachers in the biology education programme in the Colleges of Education (CoEs). An instructional guide for interactive invention and conventional lecture instruction, along with a pre-service interest questionnaire (r = 0.82) and a pre-service problem-solving ability test (r = 0.79), were used to collect data. All instruments were validated, and their reliability was established. Data were analysed using Analysis of Covariance (ANCOVA), Estimated Marginal Means (EMM), and graphical illustrations. Findings indicate that pre-service teachers in interactive instruction had a higher post-interest mean score compared to their counterparts in traditional lecture instruction. There was no significant effect of problem-solving ability on pre-service teachers’ interest. The two-way interaction effect of treatment and problem-solving ability was also not significant. Based on these findings, lecturers are encouraged to utilise interactive instruction when teaching cell biology at the College of Education.
Copyright (c) 2026 Edidiong Emmanuel Akpan, Alice Morenike Olagunju 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
An Observational Study of Teaching Methods in Secondary School Science Classrooms
Science education plays a critical role in developing learners’ problem-solving, inquiry, and critical thinking skills. However, despite calls for student-centered and technology-enhanced methods, teacher-centered methods, particularly lecture-based instruction, still dominate the science classroom. While such methods ensure curriculum coverage, they often limit opportunities for active engagement, collaboration, and deeper conceptual understanding. This study, therefore, investigates the teaching methods most commonly used in secondary school science classrooms, examining the prevalence of teacher-centered, student-centered, and technology-enhanced instructional strategies. The instrument used was the Science Classroom Instruction Observation Sheet (SCIOS). Data were collected from 80 observed lessons in public and private schools. The findings revealed that lecture-based instruction dominates science classrooms, while student-centered methods such as small-group discussions, desk work, and student presentations remain infrequent, rarely exceeding five observations per interval. Additionally, technology-enhanced strategies, including multimedia and digital simulations, were among the least observed, appearing in fewer than three intervals on average. The heavy reliance on teacher-centered instruction, while effective for content delivery, raises concerns about its impact on student engagement and inquiry-based learning. These findings emphasize the need for a more balanced instructional approach that integrates interactive, student-driven strategies to enhance science education.
Copyright (c) 2026 Edidiong E. Ukoh, Adeniyi Michael Adeduyigbe, Alice M. Olagunju 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