Role of contextualized STEM curriculum in STEM learning and fostering 21st century skills (4Cs) in a public school in the Ghizer District of Gilgit Baltistan

Date of Award

2025

Degree Type

Dissertation

Degree Name

Master of Philosophy in Education (MPhil Ed.)

First Advisor

Dr Tasneem Anwar

Department

Institute for Educational Development, Karachi

Abstract

The growing demand for STEM learning and 21st century skills has brought renewed focus on the importance of contextualized STEM learning, particularly in rural and resource-limited settings. Such demand is facilitated by providing a contextualized curriculum that links classroom learning to practical, real-world applications relevant to student’s local environment (Lakin et al., 2021). This study explored the role of embedding local context into STEM curriculum to support students’ STEM learning and development of critical thinking, creativity, collaboration and communication (4Cs). The study adopted an action research approach, grounded in constructivism and situating learning theories, utilizing Kemmis & McTaggart model of action research. The research was conducted in secondary public school located in the Ghizer district of Gilgit Baltistan. The participants included an entire class of Grade 8 students (N=36) with 12 students selected for close observation based on their pre-test scores. Data was collected through review of relevant documents, pre and post-test, interviews, observational checklists, informal discussions, reflections and focus group discussion. The findings revealed that the contextualized STEM curriculum significantly enhanced student engagement, improved their understanding of STEM concepts, facilitated effective integration of context and content, cultivating problem-solving skills and fostered the 4Cs (critical thinking, creativity, collaboration and communication). Moreover, students exhibited greater potential, curiosity, and enthusiasm for learning when exposed to local STEM challenges. This study recommends embedding contextual challenges into STEM curricula and strengthening teacher professional development to make STEM learning more relevant, practical, and impactful, particularly in similar contexts.

First Page

1

Last Page

155

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