Advanced Journal of STEM Education

Teaching Tomorrow: Global Education in the Age of Technology

2025-07-21T03:41:19+07:00

This article explores the transformative impact of technology on global education and curriculum development in the 21st century. It examines how digital tools such as coding, artificial intelligence, and virtual learning environments are reshaping traditional educational models to meet the demands of a rapidly evolving knowledge economy. Through a comparative qualitative study of diverse international contexts, including developed and developing countries, the article highlights emerging global trends such as the integration of digital literacy, hybrid learning environments, and flexible curriculum design aligned with Sustainable Development Goal 4 (SDG 4). The research identifies significant challenges related to equity, access, and cultural relevance, underscoring the persistent digital divide and institutional resistance. Drawing on theoretical frameworks like constructivist learning and Technological Pedagogical Content Knowledge (TPACK), the study advocates adaptable and inclusive education systems that blend local needs with global competencies. The article concludes with recommendations emphasizing holistic curriculum development, investment in teacher training, equitable access policies, and international collaboration in educational technology innovation. These insights aim to inform policymakers, educators, and stakeholders seeking to harness technology for quality education worldwide. Ultimately, the paper calls for a coordinated global effort to ensure that educational technology contributes to equitable, forward-looking learning environments that prepare learners for future societal and economic challenges.

Instructional Innovation in STEM: Using the ASSURE Model for Video-based programming instruction in Engineering

2025-07-31T15:22:13+07:00

The increasing demand for programming skills among engineering students has highlighted the need for more engaging and effective instructional methods. This study explores the use of the ASSURE instructional design model to develop video-based programming instruction tailored for undergraduate engineering students. By aligning technological tools with pedagogical strategies, the ASSURE model provides a structured yet flexible framework for integrating multimedia into STEM education. The study outlines the design process, implementation, and evaluation of a video-based module for teaching VHDL (VHSIC Hardware Description Language) programming. Using the USE Usability Framework, the findings from the pilot implementation indicate positive feedback on the learning experience. The study concludes with practical implications for engineering educators and recommendations for future instructional design in technology-enhanced STEM education.

Artificial Intelligence for Learning Independence Among Indonesian Senior High School Students

2025-08-13T10:41:34+07:00

This literature review aims to examine the utilization of artificial intelligence (AI) in supporting self-directed learning for students aged 17 to 18 years. The advancement of Artificial intelligence technology offers significant potential in transforming the learning process, particularly in providing more personalized, adaptive, and interactive learning experiences.Through a literature review method of 13 relevant journals and school research published between 2020 and 2025, this study analyzes various implementations of artificial intelligence in the context of self-directed learning. The analysis results indicate that artificial intelligence can function as personal virtual tutors, adaptive learning systems, learning chatbots, game-based learning platforms, artificial intelligence-based assessment systems, educational data analysis tools, and automatic evaluation systems.The utilization of artificial intelligence has proven effective in enhancing students skills, abilities, and intelligence, as well as providing support to educators in the learning process.Nevertheless, this study also emphasizes that the role of educators remains crucial, and artificial intelligence is not intended to replace the function of educators in educating and shaping students character.Active supervision and guidance from parents and educators are necessary to ensure the wise and effective utilization of artificial intelligence in self-directed learning.

Agharmonics: Song-Based Mnemonics On Learners’ Academic Performance In Grade 8 Science

2025-10-09T20:46:13+07:00

The persistent low performance of Filipino students in science, as reflected in international assessments like PISA, highlights significant challenges in science education. This study examined the effectiveness of Agharmonics, a song-based mnemonic strategy, in improving the academic performance of Grade 8 learners in science. Using a quasi-experimental design, the study involved two groups: one exposed to traditional instruction and another taught using validated song-based mnemonics. Researcher-made pre-tests and post-tests were administered, and statistical analyses, including paired and independent t-tests, were used to measure academic gains and compare group performances. Results revealed that both groups started at comparable proficiency levels, but the experimental group demonstrated a significantly higher post-test mean score (M = 26.25) compared to the control group (M = 20.19). A highly significant difference (p < .001) was observed within the experimental group’s pre- and post-test scores, indicating the effectiveness of the strategy. Learners reported enhanced retention and engagement, particularly in mastering abstract scientific concepts. Findings suggest that Agharmonics is an effective and engaging instructional approach that may be applied more broadly to improve science education outcomes. The study recommends integrating music-based strategies in teaching and further research on their long-term effects across various educational contexts.

Improving the Students' Data Management Skills through Flipped Classroom

2025-10-09T20:10:35+07:00

The Philippines continues to face educational challenges, as reflected in the 2018 PISA results showing low performance in reading, science, and mathematics. Limited resources, large class sizes, and high student–teacher ratios contribute to students’ disengagement, particularly in mathematics. To address this issue, the study examined the effectiveness of the flipped classroom approach, a strategy that promotes active student participation in improving college students’ data management skills in mathematics. Using a quantitative pre-experimental design, 27 students completed pretest and posttest assessments analyzed through mean, standard deviation, and paired t-tests. Results revealed significant improvement in posttest scores, indicating that the flipped classroom enhances engagement and academic performance in data management. Although limited by a small sample size and narrow focus, the study provides evidence that the flipped classroom can be an effective solution to improve mathematics learning in resource-constrained educational contexts.

A Phenomenological Study on Teachers’ Implementation of Think-Aloud Scaffolding Technique in Grade 4 Mathematics

2025-10-14T11:19:27+07:00

This study explored the experiences of Grade Four mathematics teachers in implementing the Think-Aloud Scaffolding Technique (TAST), particularly in classrooms with Indigenous Peoples (IPs) students in the Bongabong District. Anchored on a phenomenological approach, the research examined how TAST influenced teaching strategies, student engagement, and mathematical comprehension. Semi-structured interviews with eight teachers were conducted, and data were thematically analyzed to identify recurring patterns and insights. Results revealed that TAST strengthened students’ problem-solving and critical thinking skills through verbalized modeling and step-by-step reasoning. Teachers found the technique effective in bridging learning gaps and promoting inclusive participation among IP learners. However, challenges such as language differences and varying learning paces were noted. The findings highlight the importance of culturally responsive pedagogy, personalized scaffolding, and the integration of visual and contextual supports. Educationally, this study underscores how TAST can be adapted and scaled for broader STEM contexts to enhance inclusivity and comprehension. It provides valuable implications for teacher professional development, curriculum refinement, and policy-making aimed at improving mathematics instruction across diverse learning environments.