Pedagogical Practices in STEM Higher Education
Summary
Pedagogical practices in STEM higher education have undergone substantial evolution over recent decades, moving from traditional, lecture-centred models towards more interactive, student-centred approaches. This transformation encompasses the adoption of evidence-based instructional strategies, integration of active learning techniques, development of collaborative learning environments and emphasis on inclusive pedagogies. Innovations such as project-based learning, peer instruction and problem-based learning have been widely trialled to foster critical thinking, deepen conceptual understanding and enhance student engagement. Concurrently, digital tools and open educational resources have expanded access to interactive content and enabled flexible learning pathways. Faculty development initiatives, often structured as communities of practice, support instructors in adopting and adapting new methods, while institutional policies increasingly recognise teaching excellence alongside research achievements. This holistic shift reflects a global recognition that preparing graduates for complex, interdisciplinary challenges requires dynamic, learner-centred pedagogies that bridge theory and practice.
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Pedagogical Practices in STEM Higher Education publication trend
The graph below shows the total number of articles in pedagogical practices in stem higher education across all publications each year (not limited to Nature Index journals).
Technical terms
Open educational resources (OERs): Freely accessible teaching and learning materials that can be adapted and redistributed to support diverse educational contexts.
Communities of practice (CoPs): Informal or formal groups of educators who share expertise and collaborate to improve pedagogical approaches and outcomes.
Research-based instructional strategies (RBIS): Evidence-backed teaching methods designed to enhance student understanding and engagement in STEM subjects.
Faculty Online Learning Communities (FOLCs): Virtual networks where instructors collectively reflect on and refine curriculum and teaching practices over time.
Conceptual systems dynamics model (CSDM): A framework that uses feedback loops and causal diagrams to analyse complex interactions affecting faculty motivation and instructional change.
References
- Accelerating STEM education reform: linked communities of practice promote creation of open educational resources and sustainable professional development. International Journal of STEM Education (2023).
- From implementation to reflection: exploring faculty experiences in a curriculum-focused FOLC through multi-case analysis. Disciplinary and Interdisciplinary Science Education Research (2024).
- The Academic System Influence on Instructional Change: A Conceptual Systems Dynamics Model of Faculty Motivation to Adopt Research-Based Instructional Strategies (RBIS). Education Sciences (2024).
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