About this Research Topic
The field of STEM higher education is currently grappling with the imperative need for transformative discourse to address its historical, epistemological, and colonial underpinnings. Despite significant advancements in STEM disciplines, there remains a critical gap in inclusivity and equity within higher educational institutes. Recent studies have highlighted the persistent colonial structures that shape STEM education, often marginalizing diverse voices and perspectives. Efforts to decolonize STEM education are gaining momentum, yet there is a pressing need for comprehensive research and reflective insights to uproot these entrenched structures. This research topic aims to address these gaps by fostering a robust dialogue that transcends traditional boundaries, promoting a deeper understanding of the challenges and opportunities in reshaping STEM education through decolonial lenses.
This research topic aims to provide a scholarly platform for researchers, educators, and practitioners to contribute groundbreaking research and reflective insights on decolonizing STEM higher education. The primary goal is to facilitate a robust dialogue that transcends traditional boundaries, fostering a deeper understanding of the challenges and opportunities in reshaping STEM education through decolonial lenses. Specific questions to be addressed include: How can STEM curricula be decolonized to better reflect diverse perspectives? What pedagogical strategies can be employed to promote inclusivity in STEM education? How can institutional policies be transformed to support decolonization efforts?
To gather further insights in the decolonization of STEM higher education, we welcome articles addressing, but not limited to, the following themes:
- Curriculum decolonization in STEM disciplines
- Pedagogical approaches and strategies
- Inclusive practices in STEM higher education
- Ethical considerations in STEM research
- Institutional policies and transformations
- Diversity and representation in STEM higher education programs
- Indigenous knowledge systems in STEM higher education
- Decolonial perspectives on technology and innovation
This research topic serves as a timely and pivotal initiative to propel the discourse on decolonizing STEM higher education, inviting a spectrum of perspectives and contributions from the academic community.
This research topic aims to provide a scholarly platform for researchers, educators, and practitioners to contribute groundbreaking research and reflective insights on decolonizing STEM higher education. The primary goal is to facilitate a robust dialogue that transcends traditional boundaries, fostering a deeper understanding of the challenges and opportunities in reshaping STEM education through decolonial lenses. Specific questions to be addressed include: How can STEM curricula be decolonized to better reflect diverse perspectives? What pedagogical strategies can be employed to promote inclusivity in STEM education? How can institutional policies be transformed to support decolonization efforts?
To gather further insights in the decolonization of STEM higher education, we welcome articles addressing, but not limited to, the following themes:
- Curriculum decolonization in STEM disciplines
- Pedagogical approaches and strategies
- Inclusive practices in STEM higher education
- Ethical considerations in STEM research
- Institutional policies and transformations
- Diversity and representation in STEM higher education programs
- Indigenous knowledge systems in STEM higher education
- Decolonial perspectives on technology and innovation
This research topic serves as a timely and pivotal initiative to propel the discourse on decolonizing STEM higher education, inviting a spectrum of perspectives and contributions from the academic community.
Keywords: Curriculum design, Institutional Policies and Transformations, Decolonisation, Colonial, Higher Education, Marginalisation, Ethnic minorities, BAME, Technology, Sociolinguistics, Education culture, Pedagogical Approaches and Strategies, Inclusive Practice
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
