Educational Innovation and Practice

Opportunities and Challenges of STEM Education in Bhutan: Stakeholders’ Perspectives

Reeta Rai — 2025-01-20

The National Science Foundation (NSF) of the United States introduced the acronym STEM in 2001, integrating Science, Technology, Engineering, and Mathematics as a key educational reform that emphasises an interdisciplinary approach to learning and teaching. The global focus on STEM has profoundly influenced educational policies, instructional strategies, assessment systems, and curricula in Bhutan, particularly in mathematics, science, and information communication and technology (ICT). This study explored the opportunities and challenges of STEM education in Bhutan using a mixed-methods approach. Findings revealed that while Bhutanese policymakers, curriculum developers, and educators commonly use the acronym STEM to refer to policies and curricula related to mathematics, science, and ICT education, some were unaware that it includes all four disciplines. Key opportunities identified for STEM education in Bhutan include enhancing student learning and achievement, preparing students for real-world challenges, providing career opportunities, and contributing to national development and the economy. The main challenges to implementing STEM education were the need for a comprehensive curriculum, a sufficient STEM teacher workforce, effective instructional methods, and adequate instructional materials and laboratory resources. The study recommends reforming STEM education in Bhutan by developing a comprehensive understanding of STEM principles, designing a strategic framework for curriculum development and implementation, securing resources, and ensuring effective teacher preparation to ensure high-quality STEM education. Additionally, stakeholders should address the identified challenges and leverage the opportunities in STEM education to promote a more sustainable and prosperous future for the country.

Pedagogical and Content Knowledge: Geography Teachers’ and Students’ Perceptions

Kinley Dem — 2025-01-20

This convergent parallel mixed-methods study, grounded in a pragmatist worldview, explored the perceptions of geography teachers' pedagogical and content knowledge (PCK) in secondary schools across five central-eastern regions of Bhutan. The research involved 42 teachers (22M and 21F) and 139 students (69M and 70F), selected through stratified random and purposive sampling, with additional interviews conducted with 10 teachers and 10 students. Descriptive analysis was performed on survey data, while interviews were analysed using thematic analysis. The findings revealed that both teachers and students have a comprehensive understanding of PCK and its critical role in effective content delivery. While participants expressed positive perceptions of teachers' PCK, the study identified significant challenges, including limited subject knowledge, resource constraints, and time limitations, underscoring the need for continuous professional development. Teachers employed various strategies to address these challenges, such as leveraging social media, co-teaching, and engaging in self-reflection. The study highlights the positive impact of strong PCK on teaching and learning outcomes and emphasises the necessity of subject-specific training to bridge the gap between pedagogical knowledge and practical application. However, the exclusive focus on geography limits the study's generalisability, suggesting that further research with a larger and more diverse sample is required to comprehensively understand the factors influencing PCK.

The Impact of the OER Module ‘Force and Motion’ on Physics Teachers’ Knowledge and Practices

Karma Utha — 2025-01-20

Students' performance in STEM subjects is a growing concern globally, with coinciding factors cited, as ineffective teaching methods, students' lack of interest, and the abstractness of STEM content. This study in particular investigated the impact of an Open Educational Resource module on teachers' understanding of Force and Motion. The goal was to enhance the professional efficacy of Secondary School Science and Mathematics teachers, promoting an inclusive and equitable higher-order learning in their classrooms with the help of OER. A mixed-methods approach was employed, involving 36 teachers from 32 different schools. Data collection included pre-tests and post-tests, evaluations of lesson plans and reflections, assessments of teacher participation in a community of practice and the Moodle platform, and interviews. Findings indicated a modest yet positive shift in teachers' content knowledge, with an increase in the number of participants classified as 'accomplished' in post-test assessments. While teachers demonstrated the improved awareness of their students' needs and engagement strategies, challenges still remain in effectively integrating Universal Design for Learning principles and diverse assessment methods. The study highlights the importance of ongoing professional development and clearer guidelines to support teachers in implementing these practices. Recommendations for future research include longitudinal studies to assess the long-term effects of OER modules on teaching practices and student outcomes.

Enhancing Chemistry Education Through Professional Development of Secondary School Chemistry Teachers Using Open Educational Resources

Reeta Rai — 2025-01-20

Chemistry, a core element of STEM education, fosters critical thinking and prepares students for higher education and careers. However, its teaching is challenging due to complex concepts, calculations, and laboratory safety concerns. Bhutanese students often struggle to comprehend chemistry and its practical application, relying heavily on rote memorisation. Research suggests that professional development can improve teaching and learning outcomes. This study assessed the impact of Open Educational Resources (OERs) on the professional development of Bhutanese secondary chemistry teachers, aiming to enhance their content knowledge, pedagogical skills, and inclusive practices. A mixed methods approach was used to evaluate the effectiveness of the OERs, using pre-test and post-test, lesson plans, reflections, classroom observations, and interviews. Additionally, a Community of Practice (CoP) network on Telegram was analysed to understand the dynamics of knowledge-sharing and learning within the community. The results indicated that the OERs and the CoP network supported the enhancement of teachers' knowledge, pedagogical skills, and inclusive practices. This suggests that educational institutions should leverage OERs and CoP platforms to promote equitable, high-quality professional development for teachers.

Professional Development Needs Assessment of Secondary School Teachers in Bhutan: An Explanatory Study

Tshering Dorji — 2025-01-20

Professional development (PD) has been identified as a key strategy in enhancing teachers' personal and professional growth, but we know less about how PD is perceived by teachers. The purpose of this study was to gain more insight into secondary school teachers’ PD needs and how they find it beneficial. This study draws on data generated through surveys with 260 teachers and individual interviews with 10 teachers representing ten secondary schools, teaching grades 8–12 in Bhutan. Utilising both descriptive and inferential statistics alongside thematic analysis, the study revealed that PD is important for their professional growth. The analysis indicated that gender did not significantly influence perceptions of PD benefits and barriers, and neither qualification nor teaching experience were significant predictors of PD areas. Qualitative findings emphasised the need for continuous, collaborative, and personalised PD programmes tailored to individual needs, supported by practical, interactive learning opportunities and ongoing implementation strategies. However, a limitation of the study is the inability to reach the targeted sample size. Future research should incorporate a larger sample to provide a more comprehensive understanding of PD needs and their impacts. The study highlights the importance of investing in high-quality, tailored PD programmes to enhance teacher effectiveness and improve student outcomes.

Bridging the Gap: Interactive Video Interventions in High School Biology Education for Misconception Rectification in Bhutan

Kinzang Dorji — 2025-01-20

Persistent misconceptions pose significant challenges in science education, particularly in biology, hindering students' acquisition of accurate knowledge and scientific literacy. This study investigated the efficacy of interactive educational videos in addressing misconceptions among high school biology students in Bhutan. Using a quasi-experimental design, the study involved 228 students who participated in pre-tests, interventions, post-tests, and post-retention tests. Prevalent misconceptions highlighted the need for effective instructional interventions. Statistical analyses revealed substantial improvement in post-test scores within the experiment group compared to pre-tests and the control group. Moreover, the sustained effectiveness of the intervention was evident, as shown by the minimal discrepancies in scores between post-tests

and post-retention tests in the Experiment group. This suggests that the interactive educational video lessons have enduring efficacy in addressing misconceptions and consolidating comprehension over an extended period. The findings of this study underscore the importance of evidence-based instructional strategies in fostering accurate understanding and dispelling misconceptions in biology education. The implications of the study extend to curriculum development, teacher training, and educational policy, with the aim of enhancing the quality of biology education and informing effective pedagogical approaches in science education.