Related Papers
STEM Education in the United Arab Emirates: Challenges and Possibilities
Dr. Ghadah Al Murshidi
Science, Technology, Engineering and Mathematics (STEM) education has become a popular learning approach globally in the 21 st century. This is because the world is on the brink of a technological revolution which has its roots in these fields. The present study takes an in-depth look into the United Arab Emirates (UAE) economy as a model that has exemplified the drive towards innovation and a knowledge-driven economy to meet up with current realities. The present study was framed as a theoretical review to address the topic under consideration, relying on evidence from relevant literature. A total of 63 articles were reviewed and they include government reports, news publications, primary research studies, and theoretical analysis. These materials were utilized to comprehensively synthesize research on the current stance of STEM education in the UAE, as well as the challenges faced, and projected possibilities. Findings revealed that the UAE has made better progress but is limited by challenges such as lack of interest in STEM fields by UAE nationals and, the inaccessibility of STEM education across all age groups and income earners. In the face of opportunities such as the development of collaborative learning, a Gross Domestic Product (GDP) boost of at least 12% and, the preparation of Emiratis for the future workplace, recommendations were made. This present study recommends that still there is need for intensification of effort on personal and professional development for teachers of STEM which will consequently affect the interest of students in STEM fields. Also, STEM education should be made accessible across all age groups and all citizens, regardless of their financial status. Further research should focus on expanding the scale of this research to include a participant pool in order to elicit responses and reflections from a group of students, schools, or instructors, using more in-depth qualitative research methods.
The British University in Dubai (BUiD)
An investigation into links between UAE STI Policy and the Federal Universities STEM Majors’ Enrolments, Graduates and Research Development: an evidence-based exploration of the impact of UAE STI policy
2020 •
Rima Abou Khreibi
International Journal of STEM Education
A systematic review of STEM education research in the GCC countries: trends, gaps and barriers
2022 •
salman umer
Abundant research conducted in many countries has underlined the critical role of Science, Technology, Engineering, and Mathematics (STEM) in developing human capital in fields important to a nation’s global competiveness and prosperity. In the Gulf Cooperation Council (GCC) States, recent long-term policy plans emphasize the ever-increasing need of transition to a knowledge-based economy and preparing highly qualified nationals with credentials in STEM fields to meet the current and future needs of the labor market. Yet, despite multiple educational reforms and substantial resources, national and international indicators of student performance still demonstrate insignificant improvement in GCC students’ achievement in STEM subjects. Demonstrably, the GCC youth still lack interest in STEM careers and represent low enrollment rates in STEM fields. This paper presents the results of a systematic review conducted on STEM education research in GCC countries. The review seeks to contribu...
BDRC 2017 Conference
The Extent of Viewing STEM Curriculum as Curriculum Innovation in a Private School in Dubai
2017 •
Areej Elsayary, Sandra baroudi
Gender disparities and potentials in STEM approach in Jordan and Saudi Arabia – An analytical literature review
2023 •
Attila Varga, Jehan Alghneimin
In recent years, the integrated approach of STEM disciplines (Science, Technology, Engineering, and Mathematics) has been adopted in the Middle East to improve students' scientific capacities and their formative thinking. Nevertheless, this approach encounters complications in the application, including many due to gender differences. Middle Eastern women's life and education is affected by conservative constraints and social norms where gender stereotypes and culture impact shared views about specific domains. Research regarding gender has frequently emphasized gender imbalance in virtually all STEM study fields and professions. This study explores STEM education's conceptual framework in Jordan and Saudi Arabia. Likewise, it provides an overview of STEM teachers' practices and their gender perspectives in the classrooms. We investigate the implementations and gender differences in STEM education by scrutinizing relevant literature and studies in the selected countries. The conclusions indicate a shortage of teachers' knowledge in applying STEM education in classrooms and a need for more development programs that qualify teachers for STEM education applications. In addition, the results show that gender disparities are promoted by the education system and teachers who teach STEM subjects in schools because social norms and gender stereotypes influence them.
Eurasia Journal of Mathematics, Science and Technology Education
The influence of UAE schools initiatives on high-school students’ STEM career aspirations
Areej Elsayary
Students’ science, technology, engineering, and mathematics (STEM) career aspirations are influenced by the cultural, cognitive, and contextual factors that affect their self-efficacy, outcomes, expectation, motivation, interests, and choices (Lent et al., 1994). This study investigates the influence of the United Arab Emirates (UAE) schools on high school students’ STEM career aspirations. UAE schools are considered the cultural factor, where many new initiatives and policies take place, such as the science, technology, and innovation policy and new high school equivalency policy. In this study, the students’ STEM career aspirations involved the cognitive factor and the contextual factor. The participants were high school students (n1=330) and teachers (n2=10) from different schools across UAE. A concurrent mixed-methods approach used quantitative data (online survey) and qualitative analysis (semi-structured interviews). The results reveal new initiatives in schools have a strong ...
International Journal of Higher Education
Prospects for Policy Advances in Science and Technology in the Gulf Arab States: The Role for International Partnerships
2014 •
Afreen Siddiqi, Venkatesh Narayanamurti
Understanding Emirati women’s reasons to study the STEM-related subject of engineering: Lessons from Dubai
2019 •
Dr Caroline Jenns
Keynote: The Age of STEM: Science, technology, engineering and mathematics policy and practice globally
Brigid Freeman
Globally, science, technology, engineering and mathematics (STEM) education, research and development (R&D), and innovation are considered critically important for national productivity, economic competitiveness and societal wellbeing. This paper explores the findings of the STEM: Country Comparisons project that considered STEM in East Asia, the Anglo-sphere, Western Europe, Latin America and the Middle East. The research revealed a global turn to STEM, and this paper discusses trends and parallels regarding government STEM policy and structural responses, school and tertiary level STEM education participation, comparative performance through PISA and TIMSS assessments lenses, STEM R&D, and issues concerning gender and under-represented groups including Indigenous peoples. The paper discusses programs and solutions including curriculum and pedagogy reform, teaching-related initiatives, and strategies to redress current systemic disparities.
Critical Factors that Contribute to the Implementation of the STEM Education Policy
2020 •
nor aidillina mohd. ramli
STEM is a highly regarded area internationally. Malaysia also does not want to miss out on developing the STEM field. We wants to develop local expertise in this field so that we are able to grow in line with other countries. Thus, Malaysia has implemented a 60:40 policy which targets 60 percent of students to be in the STEM field. In the early stages of this policy implementation, this policy was known as the 60:40 Science/technical:Literature. In line with current developments, 60:40 policy is changed to STEM:Non-STEM as stated in Malaysia Education Blueprint 2013-2025. Various programs are implemented to achieve this policy objective. However, the target of 60 percent of students in the STEM field is still unreachable. Therefore, this study focuses on the exploration of critical factors that influence the implementation of this policy. This is a qualitative study in which the semistructured interview method involves eight respondents. The results of the interviews have been analy...
