American Journal of STEM Education: Issues and Perspectives is a multidisciplinary peer-reviewed journal that publishes empirical research, reviews, and practitioner opinions related to issues and perspectives in science, technology, engineering, and mathematics education. Published by the Star Scholars Press, the journal undergoes peer review through a blind process, utilizing a national and international editorial board and peer reviewers.
Copyright (c) [year] [author] This work is licensed under a Creative Commons Attribution 4.0 International License. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. https://creativecommons.org/licenses/by/4.0
Addressing structural and pedagogical challenges in STEM higher education
Science, Technology, Engineering, and Mathematics (STEM) education is an important component in enhancing innovation, economic growth and general development of Ghana. However, higher education institutions in Ghana face many challenges that hinder the effective delivery and advancement of STEM programs. Through a comprehensive literature review, this study explores the challenges that Ghana’s STEM Higher education faces. The study examines the causes and implications of these challenges and offers recommendations for improving them. The findings highlight inadequate infrastructure, lack of skilled teachers, outdated curriculum and lack of financing and research as challenges faced in STEM higher education in Ghana. It recommends the need for policy reform, teacher training, curriculum reforms and design, gender representation and infrastructural development to bridge gaps in STEM education and ensure equitable access and quality. The study may be relevant to STEM policymakers, researchers and educators.
Copyright (c) 2025 American Journal of STEM Education https://creativecommons.org/licenses/by/4.0
The internationalization of STEM education has significantly transformed academic discourse in U.S. universities. However, research on how non-native English-speaking STEM students navigate linguistic challenges remains limited. This gap is especially important given that over half of the international students in the U.S. are enrolled in STEM fields, where technical language adds complexity to academic communication. Drawing on Communication Accommodation Theory and translingual perspectives, this study examines how international STEM graduate students navigate language barriers at their host institutions. Through in-depth interviews with 10 international graduate students from Africa and Asia, our analysis reveals systemic challenges, including inadequate institutional support and integration difficulties.
Academic challenges, International students, Linguistic adaptation, Plurilingualism, STEM education
Copyright (c) 2026 American Journal of STEM Education
Multidimensional Analysis of University Students’ Subject Perceptions
In this study, principal component analysis (PCA) was applied to survey data to examine the conscious and unconscious attributes university students associate with various academic subjects. The analysis produced 20 principal components, with five showing eigenvalues above 0.1 and the cumulative explained variance reaching 80% by the tenth component. The first component revealed a contrast between memorization-oriented and rule-based subjects, while the second distinguished humanities from sciences. Higher-order components reflected evaluative dimensions of academic engagement, mid-level components represented broader epistemological orientations, and lower-order components captured relational and interpersonal perceptions of subjects. Overall, the findings highlight the value of adopting holistic and interdisciplinary perspectives to improve educational guidance and practices across diverse academic fields.
Copyright (c) 2026 American Journal of STEM Education https://creativecommons.org/licenses/by/4.0
Artificial intelligence in interdisciplinary project-based learning
This study explores undergraduate perceptions of generative artificial intelligence (AI) within interdisciplinary Project-Based Learning (PBL) in biological sciences courses for non-STEM majors at a Latin-Caribbean university. Using a mixed-methods design, a multidimensional questionnaire assessed five dimensions of AI interaction—cognitive processes, functional interaction, social mediation, personal empowerment, and bridging disciplines—while anecdotal observation cards provided qualitative insights. Analyses confirmed the robustness of the framework, with Functional Interaction valued highest and Social Mediation lowest. Narratives revealed heterogeneous practices, from critical validation to uncritical dependency, and highlighted creative resistance to AI. Findings suggest that AI enhances technical accuracy and student autonomy but requires deliberate pedagogical scaffolding to strengthen collaboration and foster meaningful interdisciplinary integration in higher education contexts.
Lessons Learned from Replicating a Graduate STEM Mental Health Initiative at an Urban HBCU
Graduate science, technology, engineering, and mathematics (STEM) students face significant mental health challenges, yet little research examines how well-being interventions transfer across institutional contexts. This study uses an implementation science lens to examine lessons learned from replicating the Mental Health Opportunities for Professional Empowerment in STEM (M-HOPES) initiative at an urban Historically Black University. Employing a cross-sectional mixed-methods design, baseline survey data from 24 STEM students and faculty were analyzed descriptively and thematically to assess contextual fit, engagement, and structural barriers. Findings indicate that financial precarity, institutional overload, and mentoring variability shape program feasibility and student resilience. This study offers one of the first empirical examinations of replicating a graduate STEM mental health initiative within an urban HBCU, advancing implementation science by identifying structural and cultural conditions that influence intervention sustainability.
Graduate student mental health, STEM education, Resilience and well-being, Inclusive mentoring, Mixed-methods evaluation, and HBCU
Copyright (c) 2026 Phronie Jackson, PhD, MPH, Victoria Revelle, MPH, MHFA, James Maiden, Ed.D., LPC, NCC, ACS https://creativecommons.org/licenses/by/4.0
Preparing the STEM workforce for the global semiconductor industry
The global semiconductor industry has become central to economic competitiveness, technological innovation, and national security. As governments invest heavily in semiconductor manufacturing and supply chain resilience, higher education institutions play a critical role in preparing a globally competent STEM workforce. This study presents a case study of two public higher education institutions in New York State that developed international education initiatives to support workforce development in the emerging semiconductor ecosystem. Through partnerships with universities in key semiconductor regions, including South Korea and Taiwan, the program integrates STEM education, international learning, and industry engagement.
Internationalization in higher education is often framed as universally beneficial, yet scholars increasingly highlight its entanglement with colonial legacies and structural inequities. This study examines how equity-driven internationalization is enacted within U.S. STEM broadening participation programs led by two foreign-born women serving as principal investigators of National Science Foundation–funded initiatives. Guided by Critical Narrative Inquiry, the study draws on in-depth interviews to explore how their leadership practices challenge deficit-oriented perspectives and promote inclusive pathways for historically underrepresented students in STEM. Findings reveal that relational leadership, community accountability, and epistemic pluralism shape mentoring and program design, aligning with decolonial perspectives on internationalization.
Understanding the barriers of culturally relevant, responsive, and equity-centered teaching in STEM higher education
Our review examined the literature on faculty perceptions related to implementing CRP in STEM higher education. Following PRISMA guidelines, we synthesized studies from multiple disciplines to identify the trends in faculty perspectives on barriers to adopting CRP. The findings revealed: 1) limited understanding and practical constraints in applying CRP, and 2) resistance to CRP from students, colleagues, and institutional structures, as the broad classifications of the challenges faculty face with CRP. We also discussed the implications for overcoming the barriers. The implications highlight the need for comprehensive professional development, institutional support, and a shift in disciplinary norms to foster inclusive and equitable STEM education. This work provides insights into creating more culturally responsive learning environments in STEM higher education.
Copyright (c) 2026 Authors https://creativecommons.org/licenses/by/4.0
This exploratory embedded mixed methods study examined preservice teachers’ beliefs about artificial intelligence (AI) and their perceived competence in using it for instructional planning. Ten education majors participated in structured activities involving AI platform selection, prompt development, and evaluation of AI-generated lesson plans. Quantitative data from the Teacher Artificial Intelligence Competence Self-Efficacy (TAICS) Scale showed moderate-to-high confidence across most competencies, with lower self-efficacy in AI assessment. Qualitative findings revealed preservice teachers viewed AI as helpful for generating ideas and increasing efficiency, but expressed concerns about accuracy, ethics, and limited personalization. The study introduces an emergent framework, the Triad of AI Literacy Demands for Preservice Teachers, and underscores the importance of integrating critical AI instruction in teacher preparation programs.
Copyright (c) 2026 Ashley N. Coen, Jennifer Locraft Cuddapah https://creativecommons.org/licenses/by/4.0
STEM education and workforce development in Africa
Africa’s pursuit of sustainable development and economic competitiveness hinges on closing the continent’s skills gap in its workforce. Central to this is Science, Technology, Engineering, and Mathematics education, a driver of innovation, industrial advancement, and global relevance. This paper examines the impediments to STEM’s transformative role in bridging the critical skills divide, including outdated curricula, limited infrastructure, inadequate teacher training, weak industry-academia linkages, and the marginalization of indigenous apprenticeship models. It highlights broader structural issues such as gender disparities, brain drain, digital inequality, and poor alignment between educational outcomes and labor market needs. It argues for a transformative, context-responsive framework that blends modern pedagogy with indigenous knowledge systems, digital fluency, and industry collaboration. Ultimately, it offers forward-looking, actionable recommendations for Africa’s future global competitiveness.
Copyright (c) 2025 American Journal of STEM Education
Cultural diversity and artificial intelligence
AI tools are reshaping classrooms, yet many default to Western norms, which can lead to bias, language exclusion, and cultural erasure. This paper presents a workable framework for STEM educators and leaders, which involves blending ethical pluralism with inclusive, participatory design, partnering with language communities, embedding culturally grounded governance, investing in capacity building, and conducting ongoing cultural audits. Practically, this means co-creating curricula and datasets with local stakeholders, requiring multilingual and accessible AI resources, aligning policy with community values, and auditing tools before and after adoption. The result is AI use that enhances belonging, accuracy, and fairness for diverse learners while strengthening institutional accountability.
Balancing strengths and challenges in rural STEM preservice teacher education
This article explores best practices foundational to JacksTeach, a STEM teacher preparation program at Stephen F. Austin State University serving rural East Texas. Responding to high rates of uncertified STEM teachers, JacksTeach is supported by six Noyce grants through the T4 project. Its framework combines constructivist theory with early field experiences, mentoring, and community building. The program addresses rural challenges like teacher turnover and limited resources while leveraging strengths such as strong community ties. Key features include a Job Shadow program, peer and faculty mentoring, and cross-campus collaboration. Outcomes are strong: all 26 graduates earned certification, 82% entered and remained in teaching, and graduation rates exceeded peers by 10%. The study recommends strategies for rural teacher preparation.
Cross-cultural perspectives on fairness in classroom assessment
This scoping review explores cross-cultural differences in students’ perceptions of procedural and interactional fairness in classroom assessment (CA), using organizational justice theory. A systematic search of five databases (1965–2023) identified 34 relevant studies, primarily from Western (e.g., U.S., Canada) and Eastern (e.g., China, Korea) contexts. Cultural dimensions such as individualism–collectivism and power distance were central to these studies. Findings indicate that cultural values significantly shape fairness perceptions, especially regarding assessment procedures and interpersonal interactions. Despite increasing classroom diversity, research on cross-cultural fairness in CA remains limited and lacks theoretical depth. This review identifies key gaps and emphasizes the need for culturally responsive assessment practices, offering implications for future research and educational policy.
Classroom assessment, fairness perceptions, cross-cultural comparison
Education (Educational Studies / Education Research / Education Sciences)
This article provides a summary of the first quarter century of the UTeach secondary STEM teacher preparation program (from 1997-2022). In addition to UTeach program expansion and impact statistics, we highlight current challenges faced by secondary STEM teacher preparation programs, including overall declines in university-based enrollments. To conclude, we discuss new directions of UTeach and offer recommendations for ways that university-based stakeholders can work together with K-12 district partners to make a positive impact on teacher preparation and STEM education for the next 25 years.
Evidence-Based Innovations in STEM Teacher Preparation
Addressing STEM teacher shortages and racial disparities
This article explores how the AAMUTeach program at Alabama A&M University, the state’s largest HBCU, addresses STEM teacher shortages and racial disparities in education. Funded by a $2 million grant and modeled after the national UTeach framework, AAMUTeach enables undergraduates to earn both a STEM degree and a teaching certification in four years. The program builds on the university’s strong record of producing Black STEM graduates and uses strategies such as scholarships, support staff, and culturally relevant pedagogy. Despite initial challenges, its first semester enrolled 39 students—84% of whom are Black—showing early success. AAMUTeach offers a promising model for diversifying the STEM teaching workforce and improving outcomes for underrepresented students nationwide.
historically black college and university
This qualitative research explores an innovative instructional approach in STEM teacher preparation that situates virtual exchange (VE) and project-based learning (PBL) within an international, synchronous, middle school teaching context. The results of this study suggest that VE provides a unique opportunity to enhance teacher preparation by exposing preservice teachers (PSTs) to an instructional method that allows for authentic virtual teaching practices, fosters intercultural competence, facilitates the development of STEM pedagogical content knowledge, provides scaffolded support for multiple language learners (MLLs), and cultivates impactful global classroom interactions.
project-based learning, teacher preparation, virtual exchange, STEM
This study explains how anti-Blackness operates in secondary STEM classrooms through teacher bias and instructional practices that impact Black girls’ access and belonging. Using vignettes, we draw on our lived experiences as Black women in STEM education and apply Culturally Relevant Pedagogy (CRP) and Black Critical Theory (BlackCrit) as guiding frameworks. Two semi-biographical vignettes illustrate how Black girls are routinely framed through deficit narratives that limit their participation in advanced STEM coursework. Even equity efforts reinforce exclusion if a corresponding ideological shift does not accompany them. Our analysis highlights missed opportunities to affirm the brilliance and STEM aspirations of Black girls. We argue that CRP must be enacted through relational practices and that BlackCrit offers a necessary lens to name and disrupt the structural nature of anti-Blackness in education.
Internationalizing STEM education in Laos
As science, technology, engineering, and mathematics (STEM) education becomes increasingly important for national development and global competitiveness, higher education institutions are under growing pressure to equip graduates with both technical expertise and international competencies. This qualitative study examines how universities in the Lao People’s Democratic Republic (Lao PDR) are responding to the internationalization of STEM education. The research draws on an analysis of institutional policy documents and semi-structured interviews with 29 administrators and academic staff from four public universities. The findings indicate that universities have adopted an “open-door” approach to internationalization through four primary strategies: student and academic mobility, international research collaboration, internationalization at home, and strategic institutional partnerships.
STEM education, internationalization, motivations, benefits, challenges, academics, university leaders
This study explores Chinese STEM graduates from Japanese universities who returned to China, highlighting their significant contributions to education, research, and international collaboration at home institutions. Findings reveal that returnees significantly enhance laboratory standards, graduate education quality, research, and international collaborations at their home institutions. They apply Japanese-style supervision methods, facilitate global academic partnerships, and elevate their institutions’ international standing. However, challenges persist, including limited research time, frequent evaluations, and political influences on academic exchanges. Social networks within academia also affect the implementation of new programs. Despite these challenges, returnees contribute to patent development, technological advancements, demonstrating their broader societal impact.
Institute for Transdisciplinary Graduate Degree Programs
Recent shifts in U.S. immigration policies have introduced uncertainty into the global mobility pathways of international STEM students. Changes affecting F-1 visa regulations and the Optional Practical Training (OPT) program have raised concerns about the United States' long-term stability as a destination for international talent. This perspective article examines how policy volatility influences global STEM student flows and contributes to the redistribution of talent toward emerging study destinations. Drawing on enrollment trends and comparative international education research, the article highlights how countries such as Germany, Japan, and Finland are expanding recruitment strategies and post-study work opportunities to attract global STEM graduates.
This study examines an innovative cross-border dual degree program in medicine and public health developed through a partnership between universities in the United States and Mexico. The program integrates STEM education with interprofessional education (IPE) to prepare students for collaborative leadership in global health systems. Through interdisciplinary coursework, international mobility, and experiential learning in diverse public health contexts, students develop competencies in systems thinking, cultural responsiveness, and interprofessional collaboration. The program also strengthens institutional partnerships, promotes knowledge exchange, and expands global health training opportunities for future healthcare professionals. Findings suggest that cross-border dual degree models can serve as effective platforms for integrating STEM and public health education while fostering globally competent physicians capable of addressing complex health inequities.
As artificial intelligence (AI) chatbots become integral to higher education, this qualitative study explores how undergraduate students interact with them during business strategy tasks. Grounded in the Value-Based Adoption Model and utilizing ATLAS.ti for content and co-occurrence analysis, this study analyzes emotional tone and cognitive strategies in 15 student–AI conversations. Students who used a relational tone and followed up with questions demonstrated deeper critical thinking, whereas those who employed neutral tones and passive inquiries showed lower engagement. Co-occurrence analysis highlighted key patterns, such as neutral tone and simple inquiries. Findings suggest that socio-affective alignment in human–AI interaction fosters higher-order thinking, providing pedagogical insights into how AI integration can enhance both cognitive depth and emotional engagement in learning environments.
International and Comparative Education Educational Technology / Digital Pedagogy Global Citizenship Education / ESD Applied Linguistics / Language Education Artificial Intelligence in Education / STEM Higher Education Policy and Administration
AI in education research drives international and interdisciplinary collaboration
This study analyzes recent trends in AI in education research and their effects on global and interdisciplinary collaboration. Using bibliometric methods, we examined 599 peer-reviewed articles (January 2021–April 2025) from The Internet and Higher Education, British Journal of Educational Technology, and Computers & Education. Of these, 236 addressed AI. AI-focused studies were significantly more likely to feature international (χ² = 19.4, p < .001) and interdisciplinary (χ² = 23.8, p < .001) collaboration than non-AI work, particularly in BJET and C&E. Leading international partnerships involved the United States, Australia, and Hong Kong, with education–computer science the dominant interdisciplinary link. The findings show AI in education is a key driver of global, cross-disciplinary research networks.
Copyright (c) 2026 Brady D. Lund, Zoë Abbie Teel, Mimi Byun, Nishith Reddy Mannuru https://creativecommons.org/licenses/by/4.0
College students' mental health well-being and their knowledge and use of self-care
There is a growing mental health crisis on U.S. college campuses. Because of stigma, costs, and limited college counseling services, this study seeks to understand how self-care can promote a college student’s mental health. This mixed-methods survey took place at a public university in the Southwestern region of the U.S. Correlational and regression analyses found that self-care was a predictor of overall mental health well-being. The findings also suggest that students believe that their culture does not support self-care. The following themes emerged: physical wellness and maintenance, emotional and mental wellness, mindfulness and spirituality, connection and relational support, creativity, expression, and enjoyment, and barriers to self-care. The researchers encourage promoting self-care and educating students about these types of practices.
This study evaluates the impact of a STEM pre-professional workshop series (STEM PPWS) designed to enhance self-efficacy, persistence, and graduate school readiness among underrepresented minority (URM) students at a historically Black college. Grounded in Social Cognitive Career Theory, the intervention consisted of sequential workshops on career development topics, including interviewing, personal statements, and identifying suitable research opportunities. A pretest‒posttest design was employed with three cohorts (N = 71) across multiple years. Results showed statistically significant gains in self-efficacy, persistence, and career aspirations. The greatest improvements were noted in personal statement and interviewing workshops. These findings underscore the importance of targeted, skill-based, and identity-affirming cocurricular programming in preparing URM students for postbaccalaureate STEM pathways.
STEM, underrepresented minorities, self-efficacy, graduate school readiness, career development, HBCU, persistence, professional preparation
This case study examines the implementation and impact of the "COIL en Clave ODS" program, focusing on the integration of artificial intelligence (AI) to enhance Collaborative Online International Learning (COIL) initiatives aligned with the Sustainable Development Goals (SDGs) in Ibero-American higher education. Developed by STAR Argentina, the program supported educators from Latin America, the Caribbean, and Spain in co-designing intercultural projects grounded in sustainability. Through AI-driven tools such as natural language processing (NLP) and interactive galleries, the initiative expanded global visibility, improved collaboration, and demonstrated the transformative potential of merging digital innovation with pedagogical reform.
Collaborative Online International Learning (COIL), Global Citizenship, Higher Education, Artificial Intelligence (AI), Sustainable Development Goals (SDGs), Intercultural Collaboration, Digital Equity
Education / Educational Technology / Intercultural and Global Studies/ AI Ethics and Sustainability
The COVID-19 pandemic brought a profound shift in the educational landscape, especially in English as a Foreign Language (EFL) setting, as institutions rapidly transitioned from traditional classrooms to online learning environments. The development of the pandemic has induced several implications that necessitate an urgent evaluation of EFL learning strategies, technological adoption, and learner attitudes in the post-COVID era. The implicated impacts from the perspective of the Bangladeshi Tertiary EFL learners are explored in this study. Using a descriptive research design, this study collected quantitative data from a diverse group of 138 tertiary-level EFL students across 13 universities in Bangladesh. Participants were selected through convenience sampling and completed a validated and reliable 4-point Likert scale questionnaire. The data were analyzed using SPSS version 25.0, with a focus on key variables related to learning modalities, technological reliance, and EFL materials and curriculum. The findings reveal significant shifts in EFL learning dynamics, highlighting learners’ positivity on blended learning models over traditional classroom settings. Students reported greater autonomy in learning, enhanced technological affiliation, and an increased reliance on digital resources and communication tools. The identified effects suggest a need for stakeholders—educators, curriculum designers, and policymakers—to consider these evolving preferences and competencies when designing future EFL programs.
How science teacher educators reconceptualize writing within their curriculum
In this self-study, faculty in a UTeach model teacher preparation program engaged in the process of purposefully designing writing assignments and experiences for preservice teachers majoring in science disciplines. Following an iterative curriculum design process, we designed, tested, and redesigned curricular interventions to improve AUTeach students’ experience so that writing is used effectively to learn, reflect, and develop stronger identities as teachers and scientists. This study involved self-reflection as well as scaffolding writing assignments across all program courses. Authors are in the process of implementing the new writing curriculum and anticipate building a robust dataset through an analysis of student writing artifacts to demonstrate the impact of writing across the curriculum in STEM teacher preparation.
Secondary urban STEM teacher candidates’ perceptions of the impact of a culturally responsive classroom management course
The research goal was to examine the impact of a culturally responsive classroom management (CRCM) course taken concurrently with clinical teaching on the development of secondary STEM teacher candidates’ CRCM self-efficacy in a UTeach program. The teacher candidates (n = 16) attended a Tier 1 research university in a diverse urban setting. The Culturally Responsive Classroom Management Self-Efficacy scale was administered as a pre/posttest (Siwatu, 2017), followed by an exit interview. Clinical teachers have demonstrated improved self-efficacy in areas such as developing student-teacher relationships to foster community, establishing co-created norms, and enforcing routines and procedures. The implications highlight the need to integrate CRCM in UTeach and STEM teacher preparation programs to promote inclusive, equitable STEM classrooms.
Ushering URM STEM teachers into STEM spaces
Historically Black Colleges and Universities (HBCUs) are poised to address underrepresentation and promote diversity in STEM fields by providing K-12 students with teachers from diverse backgrounds. This conceptual paper examines science, technology, engineering, and mathematics (STEM) initiatives aimed at supporting the inclusion of underrepresented and racially minoritized (URM) students, who will become future STEM teachers. Through new initiatives informed by best practices, researchers have proposed three strategies to integrate URM students into STEM communities and foster a sense of belonging among them as future STEM teachers. Preliminary findings from pilot studies support the notion that these strategies can be used to mitigate imposter syndrome among URM STEM students, thereby increasing their sense of belonging and inclusion within various STEM communities.
imposter syndrome, self-efficacy, STEM belonging, STEM inclusion