Integrating community assets, place-based learning, and career development through project-based learning in rural settings

Datos Bibliográficos

ID22166396
AutoresDeNae Kizys (0009-0007-7552-0974, South Carolina Department of Education, autor de correspondencia), Christine Lotter (0000-0002-4118-4753, South Carolina Department of Education), Lucas M Perez (0000-0001-5725-8916, South Carolina Department of Education), Lucas Pérez (0000-0001-9470-7987), Rachel Gilreath (0000-0002-8064-1240, University of Wisconsin–Oshkosh), Dodie Limberg (0000-0002-9867-4112, South Carolina Department of Education)
Año2025
Volumen10
Fecha de publicación2025-05-20
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaFrontiers in Education (JOURNAL)
Identificadores de la revistaISSN: 2504-284X • E-ISSN: 2504-284X
EditorialFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2025.1577093
OpenAlexW4410521387
IdiomaEN
Citas recibidas3
Referencias citadas53

Our study investigates the first year of a two-year place-based education (PBE) professional development model that focuses on career development in rural middle schools through project-based learning (PBL) units. Rural science, technology, engineering, and mathematics (STEM) educators face unique challenges, including geographic isolation, limited resources, and reduced access to professional development opportunities, which can hinder the effective integration of career-oriented learning in the classroom. We addressed these challenges by implementing professional development in which school counselors and teachers collaborate to design PBL units aligned with rural community local needs and STEM careers. Using a descriptive multiple-case study methodology to document the experiences of three teams of educators, we used cross-case analysis to explore how the teams integrated PBL and PBE principles to foster meaningful learning experiences and enhance career awareness among students. The research questions focused on each team’s implementation of the PBL units based on key PBL design elements and how they integrated local community connections and places. Initial findings suggest that while teams effectively engaged with community members and integrated STEM career connections, they faced challenges in broadly applying learning and assessment practices. We highlight the potential of PBE to enhance rural STEM education and emphasize the need for long-term professional development to equip teachers with the skills necessary to integrate STEM content and career development effectively

Business · Engineering management · Knowledge management · Computer Science · Education Systems and Policy · Engineering · Engineering Education and Curriculum Development · Indigenous and Place-Based Education