Building the future through STEM education: a catalyst for sustainable development and national revival of Ukraine
Keywords:
STEM education, sustainable development, Sustainable Development Goals, STEM skills, higher education, universities, interdisciplinary approach, creative thinking, critical thinkingSynopsis
This section of the monograph highlights the role of STEM education in the context of achieving the Sustainable Development Goals and their impact on the national revival of Ukraine. Methods of integration of STEM education to help solve global challenges are analyzed. Thanks to a carefully planned research, conducted among teachers and future teachers of various specialties of Berdyansk State Pedagogical University, the work analyzed the different views of the interviewees on the key STEM skills necessary to achieve the SDGs and their practical application in real conditions. According to the results of the study, special attention was paid to the importance of technological skills and literacy, critical and problem-solving thinking, creativity, communication skills, as well as the ability for pedagogical innovations and interdisciplinary integration.
In addition, the chapter of the monograph emphasizes the decisive role of higher education institutions in promoting sustainable development through strengthening their social responsibility and partnership with other stakeholders. The research findings point to the need to update educational programs and teaching methods in accordance with the requirements of the modern world, with the aim of training future teachers of various specialties who are able to contribute to solving global challenges to achieve the Sustainable Development Goals. The author's team offers strategic recommendations regarding the integration of STEM education and the SDGs at the level of higher education institutions in order to train highly qualified specialists capable of contributing to the sustainable development of society in Ukraine and the world. The results of the study become especially relevant in the context of the ongoing war in Ukraine and its post-war recovery, emphasizing the need for quick and balanced steps to adapt the educational system to modern challenges. Emphasizing the importance of STEM education for national revitalization and sustainable development, the research encourages discussions and practical actions among educators, scientists, state authorities, and representatives of business and industry. It becomes a call for the necessary changes in education, aimed at the formation of a new generation of specialists capable of offering solutions to society's problems by combining natural sciences, technology, engineering and mathematics, and contributing to the restoration of Ukraine as a strong, independent and innovative state.
References
Abduvaliyev, A. A. (2022). Development Trend of Science and Technology Clusters in the World by the Global Ranking Innovation Index. Scientific and Technical Information Processing, 49 (4), 211–219. https://doi.org/10.3103/s0147688222040025
Abul-Nasr, M., Mohamed, Y. (2017). Sustainable Development: Its Concept, Dimensions, and Indicators. Cairo: The Arab Group for Training and Publishing.
Irwin, R. (2022). Can Education Outgrow the Rhetoric of 'Development' Embedded in the UN Sustainability Goals? New Zealand Journal of Educational Studies, 58 (1), 47–57. https://doi.org/10.1007/s40841-022-00270-3
Bello, I. (2020). Sustainable development goals (SDGs) for education in Nigeria: an examination of Etisalat corporate social responsibility in Nigeria's post-basic education sector. International Journal of Lifelong Education, 39 (5–6), 562–575. https://doi.org/10.1080/02601370.2020.1836051
Reynante, B. M., Selbach-Allen, M. E., Pimentel, D. R. (2020). Exploring the Promises and Perils of Integrated STEM Through Disciplinary Practices and Epistemologies. Science & Education, 29 (4), 785–803. https://doi.org/10.1007/s11191-020-00121-x
AlAli, R., Alsoud, K., Athamneh, F. (2023). Towards a Sustainable Future: Evaluating the Ability of STEM-Based Teaching in Achieving Sustainable Development Goals in Learning. Sustainability, 15 (16), 12542. https://doi.org/10.3390/su151612542
Yanez, G. A., Thumlert, K., de Castell, S., Jenson, J. (2019). Pathways to sustainable futures: A "production pedagogy" model for STEM education. Futures, 108, 27–36. https://doi.org/10.1016/j.futures.2019.02.021
Weinstein, M., Blades, D., Gleason, S. C. (2016). Questioning Power: Deframing the STEM Discourse. Canadian Journal of Science, Mathematics and Technology Education, 16 (2), 201–212. https://doi.org/10.1080/14926156.2016.1166294
Ling, L. S., Pang, V., Lajium, D. (2019). The planning of integrated stem education based on standards and contextual issues of sustainable development goals (SDG). Journal of Nusantara Studies (JONUS), 4 (1), 300–315. https://doi.org/10.24200/jonus.vol4iss1pp300-315
Ghanem, T. (2013). Dimensions of STEM Curriculum Design and the Impact of a Proposed Curriculum in Light of the Earth System in Developing Systems Thinking Skills. Beni-Suef University Journal of Basic and Applied Sciences, 1, 117–176.
Annan-Diab, F., Molinari, C. (2017). Interdisciplinarity: Practical approach to advancing education for sustainability and for the Sustainable Development Goals. The International Journal of Management Education, 15 (2), 73–83. https://doi.org/10.1016/j.ijme.2017.03.006
Alieksieieva, H., Petukhova, L., Nesterenko, M., Petryk, K., Bernátová, R. (2023). Quasi-professional educational environment in the professional training of future teachers. Turkish Online Journal of Distance Education, 24 (2), 19–31. https://doi.org/10.17718/tojde.1078800
Casal, J. D. (2019). STEM: Oportunidades y retos desde la Enseñanza de las Ciencias. UTE. Revista de Ciències de l'Educació, 155–168. https://doi.org/10.17345/ute.2019.2.2646
Abdullahi, A. M., Chimbo, B. (2023). Co-designing a framework for a persuasive educational technology tool for motivating female students for enrolment into Science, Technology, Engineering and Mathematics disciplines. The Journal for Transdisciplinary Research in Southern Africa, 19 (1). https://doi.org/10.4102/td.v19i1.1349
Ferguson, T., Roofe, C. G. (2020). SDG 4 in higher education: challenges and opportunities. International Journal of Sustainability in Higher Education, 21 (5), 959–975. https://doi.org/10.1108/ijshe-12-2019-0353
Franco, I., Saito, O., Vaughter, P., Whereat, J., Kanie, N., Takemoto, K. (2018). Higher education for sustainable development: actioning the global goals in policy, curriculum and practice. Sustainability Science, 14 (6), 1621–1642. https://doi.org/10.1007/s11625-018-0628-4
Leal Filho, W., Vargas, V. R., Salvia, A. L., Brandli, L. L., Pallant, E., Klavins, M. et al. (2019). The role of higher education institutions in sustainability initiatives at the local level. Journal of Cleaner Production, 233, 1004–1015. https://doi.org/10.1016/j.jclepro.2019.06.059
Clifford, K. L., Zaman, M. H. (2016). Engineering, global health, and inclusive innovation: focus on partnership, system strengthening, and local impact for SDGs. Global Health Action, 9 (1), 30175. https://doi.org/10.3402/gha.v9.30175
Rico, A., Agirre-Basurko, E., Ruiz-González, A., Palacios-Agundez, I., Zuazagoitia, D. (2021). Integrating Mathematics and Science Teaching in the Context of Education for Sustainable Development: Design and Pilot Implementation of a Teaching-Learning Sequence about Air Quality with Pre-Service Primary Teachers. Sustainability, 13 (8), 4500. https://doi.org/10.3390/su13084500
Marcone, G. (2022). Humanities and Social Sciences in Relation to Sustainable Development Goals and STEM Education. Sustainability, 14 (6), 3279. https://doi.org/10.3390/su14063279
Filho, W. L., Salvia, A. L., Pretorius, R. W., Brandli, L. L., Manolas, E., Alves, F. et al. (Eds.) (2020). Universities as Living Labs for Sustainable Development: Supporting the Implementation of the Sustainable Development Goals. World Sustainability Series. Springer International Publishing, 862. https://doi.org/10.1007/978-3-030-15604-6
Del Cerro Velázquez, F., Lozano Rivas, F. (2020). Education for Sustainable Development in STEM (Technical Drawing): Learning Approach and Method for SDG 11 in Classrooms. Sustainability, 12 (7), 2706. https://doi.org/10.3390/su12072706
Bohdanov, I., Kovachov, S., Tsybuliak, N., Lopatina, H., Popova, A., Suchikova, Y. (2023). Resilience in Wartime Research: Case of Anticrisis Management at a Ukrainian University. 2023 IEEE 18th International Conference on Computer Science and Information Technologies (CSIT). https://doi.org/10.1109/csit61576.2023.10324134
Kovachov, S., Bohdanov, I., Suchikova, Y. (2023). Nano or Na-No? Ukraine's crisis of opportunity in nanotechnology education. Industry and Higher Education. https://doi.org/10.1177/09504222231209259
Riyanto, S., Endri, E., Herlisha, N. (2021). Effect of work motivation and job satisfaction on employee performance: Mediating role of employee engagement. Problems and Perspectives in Management, 19 (3), 162–174. https://doi.org/10.21511/ppm.19(3).2021.14
Suchikova, Y., Tsybuliak, N., Lopatina, H., Shevchenko, L., I. Popov, A. (2023). Science in times of crisis: How does the war affect the efficiency of Ukrainian scientists? Problems and Perspectives in Management, 21 (1), 408–424. https://doi.org/10.21511/ppm.21(1).2023.35
Buturlina, O., Dovhal, S., Hryhorov, H., Lysokolenko, T., Palahuta, V. (2021). STEM Education in Ukraine in the Context of Sustainable Development. European Journal of Sustainable Development, 10 (1), 323. https://doi.org/10.14207/ejsd.2021.v10n1p323
Lopatina, H., Tsybuliak, N., Popova, A., Bohdanov, I., Suchikova, Y. (2023). University without Walls: Experience of Berdyansk State Pedagogical University during the war. Problems and Perspectives in Management, 21 (2), 4–14. https://doi.org/10.21511/ppm.21(2-si).2023.02
Lopatina, H., Tsybuliak, N., Popova, A., Hurenko, O., Suchikova, Y. (2023). Inclusive education in higher education institution: Are Ukrainian faculty members' ready for it? Research in Education, 118 (1), 49–72. https://doi.org/10.1177/00345237231207721
Mytsyk, H., Popova, A., Bohdanova, M. (2024). The Use of Gamification in the System of Social and Psychological Adaptation of Forcibly Displaced Teenagers from Ukraine: Reflections of the German Experience. Journal of Education for Students Placed at Risk (JESPAR), 1–27. https://doi.org/10.1080/10824669.2024.2309359
Downloads
Pages
116-141
Published
October 22, 2024
Copyright (c) 2024 Hanna Mytsyk, Maryna Nesterenko, Kristina Petryk, Serhii Kovachov, Yana Sychikova
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Details about the available publication format: PDF
PDF
ISBN-13 (15)
978-617-8360-07-8
How to Cite
Building the future through STEM education: a catalyst for sustainable development and national revival of Ukraine. (2024). In N. Tsybuliak, H. Lopatina, A. Popova, I. Bohdanov, Y. Sychikova, I. Glazkova, S. Khatuntseva, M. Nesterenko, O. Hurenko, H. Mytsyk, K. Petryk, S. Kovachov, O. Kurylo, O. Kryvylova, H. Aleksandrova, M. Bohdanova, A. Shulzhenko, & N. Rula, REDEFINING HIGHER EDUCATION: INNOVATION, INCLUSION, AND SUSTAINABLE DEVELOPMENT DURING WARTIME (pp. 116–141). Kharkiv: TECHNOLOGY CENTER PC. https://doi.org/10.15587/978-617-8360-07-8.ch4
