Towards Quality Education for All
Integrating EdTech, Mentorship, and Community in Support of SDG 4
Bibliographic Data
| ID | 22045758 |
|---|---|
| Authors | Cristina Tripon (0000-0002-4019-3041, University of Bucharest, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 9 |
| Pages | 1184 |
| Publication date | 2025-09-09 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15091184 |
| OpenAlex | W4414156464 |
| Language | EN |
| Citations received | 3 |
| References cited | 32 |
This study explores how students, teachers, and mentors participating in the EdTech Mentor Project experienced the integration of digital tools within inclusive, service-learning-based STEM education. Drawing on Interpretative Phenomenological Analysis (IPA), the research employed semi-structured interviews and participatory video to capture the lived experiences, perceptions, and challenges faced by participants across diverse and often underserved educational contexts. The findings reveal that digital tools empowered both students and teachers by fostering engagement, creativity, and a sense of agency. However, significant barriers were also identified, including limited internet connectivity, lack of technical infrastructure, and digital literacy gaps. Mentorship emerged as a crucial support mechanism, offering both technical guidance and emotional encouragement, especially in remote or isolated settings. Moreover, the project played a vital role in building community and reducing feelings of professional and academic isolation, particularly through collaborative learning environments facilitated by mentors. This research contributes nuanced insights into the intersection of technology, inclusion, and community-based learning in STEM education. It highlights the importance of equitable access, sustained mentorship, and participatory practices in ensuring that EdTech initiatives are not only innovative but also inclusive and empowering for all involved stakeholders
Citizen journalism · Digital divide · Digital Learning · Digital Literacy · Educational technology · Literacy · Mentorship · Participatory action research · Participatory design · The Internet · Higher Education Practises and Engagement · Innovative Teaching and Learning Methods · Service-Learning and Community Engagement
Adaptation of the Non-Attachment Scale (NAS-7) and its associations with hope, social connectedness, and life satisfaction
Bridging the AI divide in high school STEM education in developing countries to advance equity and innovation
Students’ perceptions of collaborative learning in primary mathematics classrooms in Afghanistan
Understanding the role of digital technologies in education
Interpretative phenomenological analysis.
Digitalization to achieve sustainable development goals
The application of AI technologies in STEM education
Research and scholarly methods
Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation
Service-Learning as a niche innovation in higher education for sustainability
Service-Learning in Environmental Education of Primary Preservice Teachers
Beyond Content
Sustainable development through service learning and community engagement in higher education
Service learning for sustainability in the practicum phase of initial teacher training
The PLE as a framework for developing agency in lifelong learning
In-service STEM teachers professional development programmes
Social capital in service-learning
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |