Jul 2026· Jurnal Penelitian Pendidikan IPA· Vol 12, pp. 14-25· 0 citations· 41 references
Abstract
This study examines the integration of Ethno-STEM with differentiated learning through bibliometric analysis (15 Scopus documents, 2015–2024) and systematic literature review (15 articles, 2015–2024). Bibliometric results reveal a focused research landscape dominated by United States institutions, with steady publication growth post-2020. SLR synthesis identifies key pedagogical themes, including culturally responsive pedagogy, personalized learning, and the necessity of culturally adaptive teaching. The integration of these approaches fosters inclusive, student-centered environments that value local wisdom. However, challenges persist in teachers' culturally responsive STEM literacy and the design of diverse learning products. This research contributes to the development of the Differentiated Ethno-STEM Knowledge (DESK) framework, providing a systematic roadmap for teacher professional development. Conclusively, these findings offer actionable insights for sustainable education policy, directly advancing Sustainable Development Goal 4 (Quality Education) through contextually relevant and inclusive 21st-century learning strategies.
Inclusive education requires pedagogical approaches that address both the cultural diversity of learners and structural barriers to participation. This study examines the development and emerging convergence of Culturally Sustaining Pedagogy (CSP) and Universal Design for Learning (UDL), two influential frameworks that...
N. Noh, H. Kamarudin, A. F. Bakri et al.· International journal of res...· 0 citations
This systematic literature review investigates core STEM-PjBL pedagogical mechanisms and their alignment with Islamic educational principles, as well as the potential implications of this alignment for culturally relevant contextualized higher education STEM pedagogy framed within an Islamic orientation. Methods: Follo...
I. Tanjung, Ibrahim Ibrohim, H. Susilo et al.· Journal of Research in Instr...· 0 citations
The need for sustainable development has transformed the priorities in the education sector globally but learners from the underserved communities of Sub-Saharan Africa, and Zimbabwe in particular, are structurally marginalised in their inability to access the education system because of the curricula that were never d...
Takudzwa Hoshiki, Tanaka Zembe, Evans Mapaire et al.· Open Access Research Journal...· 0 citations
Nature-based Solutions (NbS) are increasingly recognized for their potential to address complex urban sustainability challenges; however, their integration into higher education curricula within built environment disciplines remains fragmented. This study examines how NbS contribute to the development of professional s...
J. Aliu, A. Oke, Kong Fah Tee et al.· Discover Education· 0 citations
This study examines how STEM education integrating social issues (STEM-S) has been conceptualized in relation to teacher competence and instructional design. Although integrated STEM education has increasingly been connected with sustainability, socioscientific issues, citizen science, and socially relevant learning, t...
Le Binh, D. Tra, H. Tran· International Journal of Edu...· 0 citations
Lifelong learning has become an increasingly important function of higher education; however, research on its implementation remains fragmented across technologies, pedagogies, institutional arrangements, and learner contexts. This study maps the development and characteristics of lifelong learning practices in higher...
Lubna Ahmed K. Ebrahim· Journal of Educational and S...· 0 citations
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