Active Learning Pedagogies in High School and Undergraduate STEM Education

1. Introduction

Active learning (AL) typically involves (1) students applying knowledge and higher-order thinking (2) individually and in groups to (3) problems, cases, scenarios, or questions while (4) reflecting on their learning [1]. AL approaches, including but not limited to project-, problem-, inquiry-, and case-based learning, have been shown to help foster STEM student engagement, performance, interpersonal skills, and higher-order thinking [2,3]. However, the implementation of AL remains challenging for schools and higher education institutions in many contexts, requiring resources, pedagogical expertise, and student buy-in [4].

2. Summary of Papers in This Collection

The six papers in this collection cover high school and undergraduate education in science, engineering, and mathematics. This collection offers theoretical, methodological, and practical contributions to educators, including new frameworks, tools, and examples. It can be equally divided into two themes: ‘Active learning and students’ attitudes towards STEM learning’ [5,6,7] and ‘Active learning pedagogies’ [8,9,10].

2.1. Active Learning and Students’ Attitudes toward STEM Learning

Edri et al. [5] investigated the impact of a research apprenticeship program on 262 high school students’ scientific dispositions and intentions to pursue STEM careers, considering the roles of gender and ethnicity. The study found a high number of scientific dispositions among participants, with increased self-efficacy and STEM career intentions developed during the program. The apprenticeship fostered a collaborative mentor–student relationship, enhancing engagement and motivation. These findings highlight the importance of AL and mentor relationships in promoting STEM careers and suggest the need for further research across various contexts.

Malekjafarian and Gordan [6] present an innovative approach using an online polling platform to boost student engagement in a large, theoretical engineering module named the Mechanics of Solids. This approach involved multiple-choice polls on key topics, with students viewing peer responses. Despite decreasing lecture attendance, student participation in polls remained high, with 60–120 students engaging compared to 5–10 in previous years. The authors conclude that integrating interactive technology in teaching can enhance participation, break traditional barriers, and create a more dynamic learning environment.

Rezvanifard et al. [7] explored the perceptions of 17 mathematics lecturers and 134 undergraduate engineering students regarding the use of puzzle-based learning tasks to improve teaching and learning in differential equations. The study, which developed a novel questionnaire for this purpose, found that over 50% of participants viewed these tasks as enjoyable and beneficial for enhancing mathematical understanding, problem-solving, and thinking skills. The participants believed that these tasks could encourage learning and be integrated into lessons on differential equations alongside routine problems.

2.2. Active Learning Pedagogies

Albuquerque et al. [8] examined an STEM faculty’s awareness, adoption, and ease-of-implementation perceptions of evidence-based instructional practices (EBIPs) at a leading university in the UAE (66 STEM faculty members were surveyed) and in the USA (81 were surveyed). The key findings of their study indicate that the UAEU faculty has lower EBIP awareness, are involved in fewer teaching workshops, and have higher teaching loads than the UNL faculty. Both groups frequently rely on traditional, non-EBIP teaching methods, with half spending 61–100% of class time lecturing. The faculty with greater teaching experience and workshop participation was more aware of and likely to adopt EBIPs. This study suggests improving faculty training and adjusting teaching loads to enhance EBIP adoption.

Jiang et al. [9] systematically reviewed 77 peer-reviewed articles on intercultural teamwork among engineering students, identifying team characteristics, challenges, and coping strategies. This review highlighted that most studies conceptualized culture narrowly as pertaining to nationality, overlooking ethnic and disciplinary diversity. It recommended more inclusive team activities and better preparation for intercultural teamwork, including the use of cultural theories. The study found gaps in understanding the impact of intercultural teamwork on behavioral changes and external interactions. It suggested enhancing student preparation, facilitating effective online communication, and fostering relationships with external stakeholders.

Lavi and Bertel [10] used a pedagogical framework for introductory systems thinking about technological systems, originally developed for first-year STEM education, to develop a case-based learning (CBL) assignment and an assessment rubric, which they subsequently tested for interrater reliability based on data collected from 84 first-year STEM students. They discussed the framework’s potential applications in various CBL settings, varying the degree of learner autonomy and open-endedness of the case/problem being studied.

3. Conclusions

Fostering higher-order thinking skills and enhancing student engagement are critical for the future of STEM education, and in this regard, the effective implementation of AL is key. Research on the SAFO framework [10] highlights the importance of cultivating systems thinking early in STEM education, offering a robust method for assessing this critical skill through case-based learning, while the use of online polling platforms in large engineering classes [6] demonstrates the potential of technology to enhance student engagement and learning outcomes. The success of apprenticeship programs [5] and the application of sophism and paradoxes in teaching differential equations [7] further underscore the value of active, student-centered learning environments. However, the adoption of these innovative practices varies significantly based on contextual and institutional factors, as evidenced by the disparities in EBIP adoption between the UAE and the USA. To fully realize the potential of these innovations, future research should focus on validating these frameworks, methods, and tools, exploring interdisciplinary and intercultural teamwork [9] and applications, and leveraging digital tools to support AL across different educational contexts.