Implementation of STEM education in Upper Chitral: A case study of public and private schools

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

This study examines the implementation of STEM (Science, Technology, Engineering, and Mathematics) education at middle grades in the context of Chitral. This study has been carried out following the Texas STEM Educational Framework as an analytical lens and the National Curriculum of Pakistan. The study investigates the translation of written STEM curriculum to taught curriculum by exploring teachers, principal/headmaster, and students' understanding of STEM and alignment of STEM with the National Curriculum of Pakistan (2022) while viewing through the lens of the Texas STEM Framework, as an international benchmark. A qualitative, case study design was used to conduct this study in two private and two public middle-grade schools with classes of 7th and 8th students. Participants included 13 science teachers, one principal (from a private school) and one headmaster (from a public school), and 24 students from four schools. Data were gathered through semi-structured interviews, Focus group discussions, classroom observations, and document analysis. The result shows that, although STEM is recognized as a transformative approach, despite being in its early stages of practice. Private schools demonstrate better understanding and practice of STEM through project-based and inquiry-based learning, supported by moderate access to digital tools, teachers’ innovations, and leadership support. In contrast. Public schools face challenges such as limited awareness of STEM principles, lack of professional development, outdated teaching methods, and insufficient infrastructure. Findings suggest that while curriculum demands STEM-oriented outcomes, the actual classroom instruction remains largely traditional. The study shares implications for improving teachers' STEM practice through offering sustained professional development support and recommends student-centered pedagogies for the implementation of STEM.

First Page

1

Last Page

97

This document is available in the relevant AKU library.

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