Fostering Transnational Science, Technology, Engineering and Mathematics Education: An Exploration of Climate-Smart Practices
DOI:
https://doi.org/10.64348/zije.2026604Abstract
This paper discusses the pressing need for a transboundary approach to tackle climate change through STEM education, which is currently limited by traditional education methods. It introduces the Climate-Smart Transnational STEM Framework, encompassing seven dimensions: Cross-border Collaboration, Localised Climate Context, Innovation for Mitigation and Adaptation, Measurement and Data, Awareness and Action, Teacher Capacity, and Equity and Access. Grounded in theories like Connectivism and Education for Sustainable Development, the framework aims to connect local climate issues with global knowledge networks, promoting a collaborative learning approach. It addresses challenges specific to Africa and the Global South, such as infrastructural inequalities and digital exclusion, while offering a conceptual model for curriculum designers and educators to align STEM education with Sustainable Development Goals. Future studies are called for to validate the framework across diverse educational and climate contexts.
References
Agbidye, A., Ayua, G. A., Gamat, G. B., & Ikyernum, G. S. (2023). Impact of improvised materials on creative-thinking–abstractness of title in Basic Science among secondary school students in Makurdi, Benue State. Zamfara International Journal of Education, 3(4), 151–158. https://doi.org/10.5281/zenodo.10086340
Anwar, S. (2022). The effectiveness of an integrated STEM curriculum unit on middle school students' life science learning. Journal of Research in Science Teaching, 59(7), 1204–1234. https://doi.org/10.1002/tea.21756 DOI: https://doi.org/10.1002/tea.21756
Ayua, G. A., & Kwagh T. C. (2026). Fostering honesty and integrity in the age of Gen-AI: Rethinking ethical scientific attitudes in science education research. Journal of Studies in Science and Mathematics Education, 6(1), 362-369. https://jossme.org.ng/articles?page=4 DOI: https://doi.org/10.67203/jossme.2026.f7ovll68
Ayua, G. A., Agbidye, A., Terhemba, W. K., Halilu, E. Z., Ude, M. M., & Ikyernum, G. S. (2026a). Gender as a correlate of students' interest in science and Mathematics education in universities in Makurdi. British Journal of Contemporary Research, 1(3), Article 056. https://bexfordpublishing.co.uk/journals/bjcr/articles/BEX_JUL_26_287 DOI: https://doi.org/10.67693/BJCR-Z2U8ZKCN
Ayua, G. A., Taangahar, B. A., Ikyernum, G. S., Iorkase, R. N., & Kwaghtongu, R. T. (2026b). Exploring gender as a correlate of undergraduates' interest in science and technology education. British Journal of Contemporary Research, 1(1), Article 006. https://bexfordpublishing.co.uk/journals/bjcr/articles/BEX_MAY_26_009 DOI: https://doi.org/10.67693/BJCR-AQIID35M
Ayua, G. A., Kwagh, T. C., Okanche, S., Obonga, I. J., Obu, R. O., & Tavershima, U. A. (2026c). Perceived influence of artificial intelligence chatbots on self-efficacy and attitude in science education research among undergraduate students in Makurdi, Benue State, Nigeria. Zamfara International Journal of Education, 6(4), 260–266. https://doi.org/10.64348/zije.2026485 DOI: https://doi.org/10.64348/zije.2026485
Ayua, G. A., Ojoko, A. N., Ozoji, B. E., Terhemba, W. K., Emma-Iwuozo, O. U., & Kwaghtongu, R. T. (2026d). Learners' creative minds and hands development as key in solution-based science education for sustainable development in Nigeria. British Journal of Contemporary Research, 1(2), Article 027. https://bexfordpublishing.co.uk/journals/bjcr/articles/BEX_JUN_26_147 DOI: https://doi.org/10.67693/BJCR-B4XQJRSZ
Ayua, G. A., Ojoko, A. N., Terhemba, W. K., Emma-Iwuozo, O. U., Okanche, S., & Obiabo, I. O. (2026e). Leveraging creativity in science education: Inclusive special education's pathway to self-sufficiency among basic school learners in Nigeria. Zamfara International Journal of Education, 6(4), 302–309. https://doi.org/10.64348/zije.2026490 DOI: https://doi.org/10.64348/zije.2026490
Ayua, G. A., Terhemba, W. K., Samuel, K., Tofi, M., Ojoko, A. N., & Taangahar, B. A. (2026f). Effect of creative exploration on creative thinking development among Basic 9 Science students with different cognitive styles in Gboko, Nigeria. Faculty of Natural and Applied Sciences Journal of Mathematics and Science Education, 7(3), 9–18. https://doi.org/10.63561/fnas-jmse.v7i3.1164 DOI: https://doi.org/10.63561/fnas-jmse.v7i3.1164
Ayua, G. A., Gamat, G. B., Agbidye, A., & Terhemba, W. K. (2023). Effect of creative-teaching strategy on abstract creative-thinking skill in Basic Science among secondary school students in Gboko, Benue State. Zamfara International Journal of Education, 3(4), 62–69. https://doi.org/10.5281/zenodo.10072782
De Loof, H., Boeve-de Pauw, J., & Van Petegem, P. (2022). Engaging students with integrated STEM education: A happy marriage or a failed engagement? International Journal of Science and Mathematics Education, 20, 1291–1313. https://doi.org/10.1007/s10763-021-10159-0 DOI: https://doi.org/10.1007/s10763-021-10159-0
Flegr, S., Kuhn, J., & Scheiter, K. (2023). How to foster STEM learning during COVID-19 remote schooling: Combining virtual and video experiments. Learning and Instruction, 86, 101778. https://doi.org/10.1016/j.learninstruc.2023.101778 DOI: https://doi.org/10.1016/j.learninstruc.2023.101778
Habibaturrohmah, Z., Kaniawati, I., Solihat, R., & Nirbayati, W. F. (2023). How to integrate ESD (Education for Sustainable Development) into STEM education? A systematic literature review. Journal of Natural Science and Integration, 6(2), 270–282. https://doi.org/10.24014/jnsi.v6i2.29913
Hakim, A., Efwinda, S., Damayanti, P., Syam, M., Mutmainah, O., & Norsaputra, A. (2023). Improving climate literacy of high school students through physics teaching materials based on STEM. Jurnal Pendidikan IPA Indonesia, 12(4). https://doi.org/10.15294/jpii.v12i4.43188 DOI: https://doi.org/10.15294/jpii.v12i4.43188
Hamd, M., Ibrahim, A., Hassan Abdelreheem, S., Abbas Ahmed, S., & Mostafa Sayed, R. (2025). The role of the green economy approach in developing teaching and learning for sustainable development among Egyptian STEM candidate teachers. Journal of Curriculum Studies Research, 7(1), 109–130. https://doi.org/10.46303/jcsr.2025.6 DOI: https://doi.org/10.46303/jcsr.2025.6
Han, J., Kelley, T., & Knowles, J. G. (2022). Building a sustainable model of integrated STEM education: Investigating secondary school STEM classes after an integrated STEM project. International Journal of Technology and Design Education, 33, 1499–1523. https://doi.org/10.1007/s10798-022-09777-8 DOI: https://doi.org/10.1007/s10798-022-09777-8
Ibourk, A., Wagner, L., & Zogheib, K. (2025). Developing elementary teachers' climate change knowledge and self-efficacy for teaching climate change using learning technologies. Journal of Science Education and Technology, 34, 504–520. https://doi.org/10.1007/s10956-024-10187-9 DOI: https://doi.org/10.1007/s10956-024-10187-9
Jomen, E. O., Ayua, G. A., Terhemba, W. K., Fakaa, S. G. (2026). Effect of artificial intelligence-personalized learning strategy on creative thinking skills of Integrated Science undergraduate students in Makurdi, Benue State, Nigeria, Zamfara International Journal of Education, 6(5), 286-294. https://doi.org/10.64348/zije.2026547 DOI: https://doi.org/10.64348/zije.2026547
Kotsis, K. T., et al. (2025). Integrated STEM for sustainability in school and early teacher education: A systematic review (2019–2025). Frontiers in Education, https://doi.org/10.3389/feduc.2025.1697058 DOI: https://doi.org/10.3389/feduc.2025.1697058
Li, H.-C. (2025). STEM education and sustainability: What role can mathematics education play in the era of climate change? Research in Mathematics Education, 27(2), 291–313. https://doi.org/10.1080/14794802.2025.2499813
Li, H.-C. (2025). STEM education and sustainability: What role can mathematics education play in the era of climate change? Research in Mathematics Education. https://doi.org/10.1080/14794802.2025.2499813 DOI: https://doi.org/10.1080/14794802.2025.2499813
Ma, J., & Chen, Y. D. (2023). Essential but challenging climate change education in the Global South. Nature Climate Change, 13, 1151–1153. https://doi.org/10.1038/s41558-023-01839-6 DOI: https://doi.org/10.1038/s41558-023-01839-6
May, D., Jahnke, I., & Moore, S. (2023). Online laboratories and virtual experimentation in higher education from a sociotechnical-pedagogical design perspective. Journal of Computing in Higher Education, 35, 203–222. https://doi.org/10.1007/s12528-023-09380-3 DOI: https://doi.org/10.1007/s12528-023-09380-3
McLure, F. I., Tang, K.-S., & Williams, P. J. (2022). What do integrated STEM projects look like in middle school and high school classrooms? A systematic literature review of empirical studies of iSTEM projects. International Journal of STEM Education, 9, 73. https://doi.org/10.1186/s40594-022-00390-8 DOI: https://doi.org/10.1186/s40594-022-00390-8
Muilwijk, S. E., & Lazonder, A. W. (2023). Learning from physical and virtual investigation: A meta-analysis of conceptual knowledge acquisition. Frontiers in Education, 8, 1163024. https://doi.org/10.3389/feduc.2023.1163024 DOI: https://doi.org/10.3389/feduc.2023.1163024
Padhra, A., & Tolouei, E. (2023). Embedding climate change education into higher-education programmes. Nature Climate Change, 13, 1154–1157. https://doi.org/10.1038/s41558-023-01847-6 DOI: https://doi.org/10.1038/s41558-023-01847-6
Plutzer, E., Branch, G., & Townley, A. L. (2024). Climate change education in U.S. middle schools: Changes over five pivotal years. Journal of Microbiology & Biology Education, 25(2). https://doi.org/10.1128/jmbe.00015-24 DOI: https://doi.org/10.1128/jmbe.00015-24
Rap, S., & Blonder, R. (2025). Technology acceptance when teaching climate change. Journal of Science Education and Technology, 34, 521–530. https://doi.org/10.1007/s10956-024-10125-9 DOI: https://doi.org/10.1007/s10956-024-10125-9
Sezen-Barrie, A., et al. (2025). Transformative climate and environmental education for a just future. Science Education. https://doi.org/10.1002/sce.21963 DOI: https://doi.org/10.1002/sce.21963
Srichaitung, P., Supasorn, S., & Wuttisela, K. (2025). Enhancing conceptual understanding of climate change in non-science preservice teachers using DIY model kits. International Journal of Science Education and Teaching. https://doi.org/10.14456/ijset.2025.14
Stouthart, T., Bayram, D., & van der Veen, J. (2023). Capturing pedagogical design capacity of STEM teacher candidates: Education for sustainable development through socioscientific issues. Sustainability, 15(14), 11055. https://doi.org/10.3390/su151411055
Stouthart, T., Bayram, D., & van der Veen, J. (2023). Capturing pedagogical design capacity of STEM teacher candidates: Education for sustainable development through socioscientific issues. Sustainability, 15, 11055. https://doi.org/10.3390/su151411055 DOI: https://doi.org/10.3390/su151411055
Tari, F. A., Suwarma, I. R., & Hasanah, L. (2023). Development module of global warming issue to train Science, Technology, Engineering, and Mathematics (STEM) literacy. Journal of Innovative Science Education, 12(2), 141–154. https://doi.org/10.15294/jise.v12i2.70525 DOI: https://doi.org/10.15294/jise.v12i2.70525
Tasquier, G., Knain, E., & Jornet, A. (2022). Scientific literacies for change making: Equipping the young to tackle current societal challenges. Frontiers in Education, 7, 689329. https://doi.org/10.3389/feduc.2022.689329 DOI: https://doi.org/10.3389/feduc.2022.689329
Terhemba, W. K. (2023). Conservation implications of firewood business in Makurdi Metropolis, Benue State, North Central, Nigeria. International Journal of Environmental Chemistry and Ecotoxicology Research, 5(1), 33–44. https://doi.org/10.37745/10.37745/ijecer.16/vol5n13344
Terhemba, W. K., & Ayua, G. A. (2025). Developing creative-hands among varied cognitive style Upper-Basic 3 students in Basic Science using creative exploration in Gboko. Faculty of Natural and Applied Sciences Journal of Mathematics and Science Education, 6(3), 89–98. https://doi.org/10.63561/fnas-jmse.v6i3.899 DOI: https://doi.org/10.63561/fnas-jmse.v6i3.899
Tripon, C. (2025). Integrating service-learning in STEM workshops to promote digital skills, problem-solving, and the UN Sustainable Development Goals in education. Social Sciences, 14(11), 671. https://doi.org/10.3390/socsci14110671 DOI: https://doi.org/10.3390/socsci14110671
Yean, A. S., Abdul Rahim, S. S., & Mohd Salleh, U. K. B. (2024). Techno-optimism of Malaysia education blueprint (2013–2025) and its effect on the local sustainability education narrative. STEM Education, 4(3), 199–221. https://doi.org/10.3934/steme.2024013 DOI: https://doi.org/10.3934/steme.2024013
