American Journal of STEM Education
type: channel
description: 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.
publisher: STAR SCHOLARS PRESS
language: en
publication name: American Journal of STEM Education
issn: 3065-1190
copyright: 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
items: Addressing structural and pedagogical challenges in STEM higher education
items: Speaking science in a foreign tongue
items: Multidimensional Analysis of University Students’ Subject Perceptions
items: Artificial intelligence in interdisciplinary project-based learning
items: Lessons Learned from Replicating a Graduate STEM Mental Health Initiative at an Urban HBCU
items: Preparing the STEM workforce for the global semiconductor industry
items: Rethinking internationalization in STEM
items: Understanding the barriers of culturally relevant, responsive, and equity-centered teaching in STEM higher education
items: Artificial intelligence in action
items: STEM education and workforce development in Africa
items: Cultural diversity and artificial intelligence
items: Balancing strengths and challenges in rural STEM preservice teacher education
items: Cross-cultural perspectives on fairness in classroom assessment
items: UTeach a quarter of century in review
items: Addressing STEM teacher shortages and racial disparities
items: Leveraging virtual exchange (VE)
items: Centering Black Girls
items: Internationalizing STEM education in Laos
items: Returnee STEM scholars from Japan
items: Shifting policies, shifting talent
items: Global interprofessional STEM education
items: Talking to machines
items: AI in education research drives international and interdisciplinary collaboration
items: College students' mental health well-being and their knowledge and use of self-care
items: Enhancing STEM career pathways
items: From collaboration to transformation
items: English learning in transition
items: How science teacher educators reconceptualize writing within their curriculum
items: Secondary urban STEM teacher candidates’ perceptions of the impact of a culturally responsive classroom management course
items: Ushering URM STEM teachers into STEM spaces

Addressing structural and pedagogical challenges in STEM higher education
type: item
description: 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.
subject: STEM Education (regular)
  topic: section
subject: STEM
  topic: keywords
subject: Ghana
  topic: keywords
subject: Higher Education
  topic: keywords
subject: Structural challenges
  topic: keywords
subject: pedagogical challenges
  topic: keywords
subject: STEM Education
  topic: disciplines
subject: Higher education
  topic: disciplines
creator: Vida Bugri
rights: Copyright (c) 2025 American Journal of STEM Education https://creativecommons.org/licenses/by/4.0
date: 2026-03-12
publication date: 2026-03-12
starting page: 77
ending page: 90
doi: 10.32674/bb7dfa66

Speaking science in a foreign tongue
type: item
description: 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.
subject: STEM & Internationalization
  topic: section
subject: Academic challenges, International students, Linguistic adaptation, Plurilingualism, STEM education
  topic: keywords
creator: Wilhelmina Antwi
rights: Copyright (c) 2026 American Journal of STEM Education
date: 2026-03-07
publication date: 2026-03-07
starting page: 87
ending page: 98
doi: 10.32674/3ad6hy78

Multidimensional Analysis of University Students’ Subject Perceptions
type: item
description: 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.
subject: STEM Education (regular)
  topic: section
subject: Subject Perception
  topic: keywords
subject: Holistic Learning
  topic: keywords
subject: Principal Component Analysis (PCA)
  topic: keywords
subject: educational research
  topic: disciplines
creator: Noboru Sakai
rights: Copyright (c) 2026 American Journal of STEM Education https://creativecommons.org/licenses/by/4.0
date: 2026-03-12
publication date: 2026-03-12
starting page: 24
ending page: 48
doi: 10.32674/jfvms992

Artificial intelligence in interdisciplinary project-based learning
type: item
description: 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.
subject: STEM Education (regular)
  topic: section
subject: Artificial Intelligence in Education
  topic: keywords
subject: Project-Based Learning (PBL)
  topic: keywords
subject: Non-STEM Higher Education
  topic: keywords
subject: Interdisciplinary Integration
  topic: keywords
subject: Collaboration Challenges
  topic: keywords
subject: Digital Literacy
  topic: keywords
subject: Functional Interaction
  topic: keywords
subject: Epistemic Engagement
  topic: keywords
subject: STEM Education
  topic: disciplines
subject: interdisciplinarity
  topic: disciplines
subject: Project-Based Learning
  topic: disciplines
subject: Artificial Intelligence in Education
  topic: disciplines
creator: Bonny M. Ortiz-Andrade
creator: Arnulfo Rojas-Pérez
creator: María P Ortiz-Andrade
rights: Copyright (c) 2026 American Journal of STEM Education https://creativecommons.org/licenses/by/4.0
date: 2026-03-12
publication date: 2026-03-12
starting page: 1
ending page: 24
doi: 10.32674/hb1g4f42

Lessons Learned from Replicating a Graduate STEM Mental Health Initiative at an Urban HBCU
type: item
description: 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.
subject: STEM Education (regular)
  topic: section
subject: Graduate student mental health, STEM education, Resilience and well-being, Inclusive mentoring, Mixed-methods evaluation, and HBCU
  topic: keywords
subject: STEM
  topic: disciplines
subject: public health
  topic: disciplines
subject: Higher Education
  topic: disciplines
creator: Phronie Jackson
creator: Victoria Revelle
creator: James Maiden
rights: 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
date: 2026-03-20
publication date: 2026-03-20
starting page: 135
ending page: 146
doi: 10.32674/j249fq38

Preparing the STEM workforce for the global semiconductor industry
type: item
description: 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.
subject: STEM & Internationalization
  topic: section
subject: STEM education
  topic: keywords
subject: global semiconductor
  topic: keywords
subject: ecosystem
  topic: keywords
subject: international education
  topic: keywords
subject: national security
  topic: keywords
creator: Joshua S. McKeown
rights: Copyright (c) 2026 American Journal of STEM Education
date: 2026-03-07
publication date: 2026-03-07
starting page: 41
ending page: 50
doi: 10.32674/7k29aw23

Rethinking internationalization in STEM
type: item
description: 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.
subject: STEM & Internationalization
  topic: section
subject: Whiteness as Futurity
  topic: keywords
subject: STEM Broadening Participation
  topic: keywords
subject: decolonial internationalization
  topic: keywords
subject: strengths-based leadership
  topic: keywords
subject: STEM education
  topic: keywords
subject: Higher Education
  topic: disciplines
subject: Educational Policy
  topic: disciplines
subject: Educational Leadership
  topic: disciplines
creator: Mohammadali Dabiri
rights: Copyright (c) 2026 American Journal of STEM Education
date: 2026-03-07
publication date: 2026-03-07
starting page: 99
ending page: 118
doi: 10.32674/gr5ede63

Understanding the barriers of culturally relevant, responsive, and equity-centered teaching in STEM higher education
type: item
description: 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.
subject: STEM Education (regular)
  topic: section
subject: STEM
  topic: keywords
subject: Higher Education
  topic: keywords
subject: culturally relevant pedagogy
  topic: keywords
subject: STEM Education
  topic: disciplines
subject: Higher education
  topic: disciplines
subject: culturally relevant pedagogy
  topic: disciplines
subject: STEM
  topic: disciplines
subject: teacher professional development
  topic: disciplines
creator: Uche Osuji
creator: Rihana Mason
rights: Copyright (c) 2026 Authors https://creativecommons.org/licenses/by/4.0
date: 2026-04-14
publication date: 2026-04-14
starting page: 121
ending page: 146
doi: 10.32674/81ms1166

Artificial intelligence in action
type: item
description: 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.
subject: STEM Education (regular)
  topic: section
subject: Teacher Education
  topic: keywords
subject: AI literacy
  topic: keywords
subject: AI ethics
  topic: keywords
subject: Preservice Teachers
  topic: keywords
subject: AI self-efficacy
  topic: keywords
subject: Artificial Intelligence in Education
  topic: disciplines
subject: Teacher Education
  topic: disciplines
subject: Pre-service teacher preparation
  topic: disciplines
creator: Ashley Coen
creator: Jennifer Locraft Cuddapah
rights: Copyright (c) 2026 Ashley N. Coen, Jennifer Locraft Cuddapah https://creativecommons.org/licenses/by/4.0
date: 2026-04-09
publication date: 2026-04-09
starting page: 111
ending page: 132
doi: 10.32674/keqjjt69

STEM education and workforce development in Africa
type: item
description: 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.
subject: Equity and Engagement in STEM Education
  topic: section
creator: Clara Dumebi Moemeke
rights: Copyright (c) 2025 American Journal of STEM Education
date: 2025-09-16
publication date: 2025-09-16
starting page: 81
ending page: 110
doi: 10.32674/7emrav16

Cultural diversity and artificial intelligence
type: item
description: 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.
subject: STEM Education (regular)
  topic: section
subject: cultural diversity
  topic: keywords
subject: AI ethics
  topic: keywords
subject: ethical pluralism
  topic: keywords
subject: participatory design
  topic: keywords
subject: language preservation
  topic: keywords
subject: algorithmic bias
  topic: keywords
subject: STEM education
  topic: keywords
creator: Muddassir Siddiqi
rights: Copyright (c) 2025 American Journal of STEM Education
date: 2026-01-01
publication date: 2026-01-01
starting page: 141
ending page: 152
doi: 10.32674/rnayrn64

Balancing strengths and challenges in rural STEM preservice teacher education
type: item
description: 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.
subject: STEM Education (regular)
  topic: section
subject: teacher education
  topic: keywords
subject: rural education
  topic: keywords
subject: project-based learning
  topic: keywords
subject: virtual exchange
  topic: keywords
creator: Chrissy J Cross
creator: Keith Hubbard
creator: Jane Long
creator: Brian Church
creator: Amber E Wagnon
rights: Copyright (c) 2026 American Journal of STEM Education
date: 2025-11-02
publication date: 2025-11-02
starting page: 1
ending page: 14
doi: 10.32674/r4fb9856

Cross-cultural perspectives on fairness in classroom assessment
type: item
description: 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.
subject: STEM Education (regular)
  topic: section
subject: Classroom assessment, fairness perceptions, cross-cultural comparison
  topic: keywords
subject: Education (Educational Studies / Education Research / Education Sciences)
  topic: disciplines
subject: scoping review
  topic: disciplines
creator: Mehrdad Falavarjani
creator: Christine Yeh
rights: Copyright (c) 2026 American Journal of STEM Education https://creativecommons.org/licenses/by/4.0
date: 2026-03-12
publication date: 2026-03-12
starting page: 91
ending page: 116
doi: 10.32674/j2y66145

UTeach a quarter of century in review
type: item
description: 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.
subject: Evidence-Based Innovations in STEM Teacher Preparation
  topic: section
subject: STEM Teacher educators
  topic: keywords
subject: Preparation
  topic: keywords
subject: Higher Education
  topic: keywords
subject: STEM Teacher Education
  topic: disciplines
subject: Teacher Preparation
  topic: disciplines
creator: Patrick McGuire
creator: Mary Urquhart
creator: Mary Enderson
creator: Kimberly Hughes
creator: Michael Marder
creator: Elizabeth Goldberg
rights: Copyright (c) 2025 American Journal of STEM Education
date: 2025-09-13
publication date: 2025-09-13
starting page: 59
ending page: 76
doi: 10.32674/fvsgr909

Addressing STEM teacher shortages and racial disparities
type: item
description: 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.
subject: Evidence-Based Innovations in STEM Teacher Preparation
  topic: section
subject: teacher education
  topic: keywords
subject: historically black college and university
  topic: keywords
subject: STEM Education
  topic: keywords
subject: Culturally relevant pedagogy
  topic: keywords
subject: Black teacher recruitment
  topic: keywords
subject: teacher shortages
  topic: keywords
subject: STEM Teacher Education
  topic: disciplines
creator: Nathan Allan Blom
creator: Samantha Strachan
rights: Copyright (c) 2025 American Journal of STEM Education
date: 2025-09-13
publication date: 2025-09-13
starting page: 15
ending page: 32
doi: 10.32674/k5jwcr87

Leveraging virtual exchange (VE)
type: item
description: 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.
subject: Equity and Engagement in STEM Education
  topic: section
subject: project-based learning, teacher preparation, virtual exchange, STEM
  topic: keywords
subject: Teacher Preparation
  topic: disciplines
creator: M. Kate York
creator: Katie Donaldson
creator: Viviana Miglino
creator: Belén Albarracín
rights: Copyright (c) 2025 American Journal of STEM Education
date: 2025-09-16
publication date: 2025-09-16
starting page: 43
ending page: 62
doi: 10.32674/cw5y4318

Centering Black Girls
type: item
description: 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.
subject: Equity and Engagement in STEM Education
  topic: section
subject: Belonging
  topic: keywords
subject: STEM education
  topic: keywords
subject: Anti-Blackness
  topic: keywords
subject: Culturally relevant pedagogy
  topic: keywords
subject: Black critical theory
  topic: keywords
subject: Education (Educational Studies / Education Research / Education Sciences)
  topic: disciplines
subject: STEM Education
  topic: disciplines
subject: Social Justice in Education
  topic: disciplines
creator: Raketa Ouedraogo-Thomas
creator: Uchenna Emeneha Miles
rights: Copyright (c) 2025 American Journal of STEM Education
date: 2026-01-01
publication date: 2026-01-01
starting page: 1
ending page: 16
doi: 10.32674/ve0sd821

Internationalizing STEM education in Laos
type: item
description: 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.
subject: STEM & Internationalization
  topic: section
subject: STEM education, internationalization, motivations, benefits, challenges, academics, university leaders
  topic: keywords
subject: STEM Education
  topic: disciplines
subject: internationalization
  topic: disciplines
subject: Higher education
  topic: disciplines
creator: Soubin Sisavath
rights: Copyright (c) 2026 American Journal of STEM Education
date: 2026-03-07
publication date: 2026-03-07
starting page: 1
ending page: 16
doi: 10.32674/h03cyn34

Returnee STEM scholars from Japan
type: item
description: 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.
subject: STEM & Internationalization
  topic: section
subject: Chinese Returnees
  topic: keywords
subject: Study Abroad Experiences
  topic: keywords
subject: Japan
  topic: keywords
subject: STEM Researchers
  topic: keywords
subject: Institute for Transdisciplinary Graduate Degree Programs
  topic: disciplines
creator: Xixi Zhang
creator: Ariunaa Enkhtur
rights: Copyright (c) 2025 American Journal of STEM Education
date: 2026-03-07
publication date: 2026-03-07
starting page: 17
ending page: 32
doi: 10.32674/g1gx8424

Shifting policies, shifting talent
type: item
description: 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.
subject: STEM & Internationalization
  topic: section
subject: STEM Education
  topic: keywords
subject: Global Talent Mobility
  topic: keywords
subject: Immigration Policy
  topic: keywords
subject: Optional Practical Training (OPT)
  topic: keywords
subject: International Students
  topic: keywords
creator: Christina Chen
rights: Copyright (c) 2025 American Journal of STEM Education
date: 2026-03-07
publication date: 2026-03-07
starting page: 51
ending page: 56
doi: 10.32674/hk1pd532

Global interprofessional STEM education
type: item
description: 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.
subject: STEM & Internationalization
  topic: section
subject: collaboration
  topic: keywords
subject: interprofessional education
  topic: keywords
subject: dual degree
  topic: keywords
subject: public health
  topic: disciplines
subject: medicine
  topic: disciplines
subject: global health
  topic: disciplines
creator: Gabriela Valdez
creator: Iman Hakim
creator: Mary Anne Colin Gascon
rights: Copyright (c) 2026 American Journal of STEM Education
date: 2026-03-07
publication date: 2026-03-07
starting page: 33
ending page: 40
doi: 10.32674/h21dh457

Talking to machines
type: item
description: 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.
subject: STEM Education (regular)
  topic: section
subject: AI literacy
  topic: keywords
subject: Human-AI interaction
  topic: keywords
subject: Qualitative content analysis
  topic: keywords
subject: Atlas.ti
  topic: keywords
subject: Higher education
  topic: keywords
subject: Virtual tutor
  topic: keywords
subject: STEM in Education
  topic: keywords
subject:
  topic: disciplines
  value: 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
subject: Higher education
  topic: disciplines
subject: Education (Educational Studies / Education Research / Education Sciences)
  topic: disciplines
subject: educational technology
  topic: disciplines
creator: Maribel Labrado
rights: Copyright (c) 2025 American Journal of STEM Education
date: 2026-01-01
publication date: 2026-01-01
starting page: 37
ending page: 58
doi: 10.32674/t2qnzc90

AI in education research drives international and interdisciplinary collaboration
type: item
description: 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.
subject: STEM Education (regular)
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Interdisciplinary Research
  topic: keywords
subject: International Collaboration
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Publications
  topic: keywords
subject: educational technology
  topic: disciplines
subject: artificial intelligence
  topic: disciplines
subject: scholarly communication
  topic: disciplines
creator: Brady Lund
creator: Zoë Teel
creator: Mimi Byun
creator: Nishith Reddy Mannuru
rights: Copyright (c) 2026 Brady D. Lund, Zoë Abbie Teel, Mimi Byun, Nishith Reddy Mannuru https://creativecommons.org/licenses/by/4.0
date: 2026-04-02
publication date: 2026-04-02
starting page: 165
ending page: 184
doi: 10.32674/fhxc0f41

College students' mental health well-being and their knowledge and use of self-care
type: item
description: 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.
subject: STEM Education (regular)
  topic: section
subject: college students.
  topic: keywords
subject: mental health.
  topic: keywords
subject: self-care
  topic: keywords
subject: wellness.
  topic: keywords
subject: mixed methods.
  topic: keywords
subject: Higher education
  topic: disciplines
creator: Sarah Arroyo
creator: Kylee Dickinson-Collins
creator: Craig Stern
creator: Graciela Gonzales
rights: Copyright (c) 2025 American Journal of STEM Education
date: 2026-01-01
publication date: 2026-01-01
starting page: 1
ending page: 20
doi: 10.32674/cpr7n345

Enhancing STEM career pathways
type: item
description: 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.
subject: STEM Education (regular)
  topic: section
subject: STEM, underrepresented minorities, self-efficacy, graduate school readiness, career development, HBCU, persistence, professional preparation
  topic: keywords
subject: STEM Education
  topic: disciplines
creator: Amber Hodges
creator: Damon Bryant
creator: Christopher Green
rights: Copyright (c) 2025 American Journal of STEM Education
date: 2025-11-30
publication date: 2025-11-30
starting page: 21
ending page: 36
doi: 10.32674/5qsk2607

From collaboration to transformation
type: item
description: 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.
subject: STEM Education (regular)
  topic: section
subject:
  topic: keywords
  value: Collaborative Online International Learning (COIL), Global Citizenship, Higher Education, Artificial Intelligence (AI), Sustainable Development Goals (SDGs), Intercultural Collaboration, Digital Equity
subject: Education / Educational Technology / Intercultural and Global Studies/ AI Ethics and Sustainability
  topic: disciplines
creator: Marina Falasca
rights: Copyright (c) 2025 American Journal of STEM Education
date: 2026-01-01
publication date: 2026-01-01
starting page: 59
ending page: 70
doi: 10.32674/feyqqs09

English learning in transition
type: item
description: 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.
subject: STEM Education (regular)
  topic: section
subject: Online learning,
  topic: keywords
subject: Implications
  topic: keywords
subject: Post-COVID
  topic: keywords
subject: Tertiary EFL class
  topic: keywords
subject: Technology
  topic: keywords
subject: English as Foreign Language
  topic: disciplines
subject: English Language teaching
  topic: disciplines
subject: Online learning
  topic: disciplines
subject: EFL Education
  topic: disciplines
creator: Md. Nasim Fardose Sajib
creator: Fatimatuj Vhabna
rights: Copyright (c) 2025 American Journal of STEM Education
date: 2026-01-01
publication date: 2026-01-01
starting page: 51
ending page: 82
doi: 10.32674/dsyxpd26

How science teacher educators reconceptualize writing within their curriculum
type: item
description: 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.
subject: Evidence-Based Innovations in STEM Teacher Preparation
  topic: section
subject: self-study
  topic: keywords
subject: teacher preparation
  topic: keywords
subject: writing across the curriculum
  topic: keywords
creator: Stephanie Shepherd
creator: Christine G. Schnittka
creator: Matthew J. McVay
creator: Christopher R. Basgier
rights: Copyright (c) 2025 American Journal of STEM Education
date: 2025-09-13
publication date: 2025-09-13
starting page: 1
ending page: 14
doi: 10.32674/k5311b90

Secondary urban STEM teacher candidates’ perceptions of the impact of a culturally responsive classroom management course
type: item
description: 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.
subject: Evidence-Based Innovations in STEM Teacher Preparation
  topic: section
subject: classroom management
  topic: keywords
subject: culture
  topic: keywords
subject: STEM
  topic: keywords
subject: novice teachers
  topic: keywords
subject: secondary teachers
  topic: keywords
subject: STEM Teacher Education
  topic: disciplines
subject: Curriculum and Instruction
  topic: disciplines
creator: Karen Graham McIntush
creator: Ramona Mateer Mateer
creator: Paige K. Evans
rights: Copyright (c) 2025 American Journal of STEM Education
date: 2025-09-13
publication date: 2025-09-13
starting page: 33
ending page: 58
doi: 10.32674/ke34q273

Ushering URM STEM teachers into STEM spaces
type: item
description: 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.
subject: STEM Education (regular)
  topic: section
subject: imposter syndrome, self-efficacy, STEM belonging, STEM inclusion
  topic: keywords
subject: curriculum and instruction
  topic: disciplines
subject: Education
  topic: disciplines
subject: STEM Education
  topic: disciplines
creator: Beverly King Miller
creator: Camille S. Burnett
rights: Copyright (c) 2025 American Journal of STEM Education
date: 2025-08-20
publication date: 2025-08-20
starting page: 87
ending page: 100
doi: 10.32674/apgaqn33