Culturally responsive challenge-based STEM education
A pre–post study with rural and Indigenous primary students in Mexico
Bibliographic Data
| ID | 22206142 |
|---|---|
| Authors | Erika García-Silva (0000-0001-8636-5534, Universidad de Salamanca, corresponding author), Alicia García-Holgado (Universidad de Salamanca), Alicia García‐Holgado (0000-0001-9663-1103), Maria Cruz Sánchez Gómez (0000-0003-4726-7143), María Cruz Sánchez-Gómez (0000-0003-1721-6206, Universidad de Salamanca), Sonia Verdugo-Castro (0000-0002-9357-1747, Universidad de Salamanca) |
| Year | 2026 |
| Volume | 13 |
| Pages | 102946 |
| Publication date | 2026-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Sciences & Humanities Open (JOURNAL) |
| Journal identifiers | ISSN: 2590-2911 • E-ISSN: 2590-2911 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ssaho.2026.102946 |
| OpenAlex | W7162014354 |
| Language | EN |
| References cited | 29 |
[EN]High-quality Science, Technology, Engineering, and Mathematics (STEM) education is widely recognized as a catalyst for sustainable development because it cultivates critical thinking, creativity, and digital literacy. Mexico’s Ministry of Public Education echoes this view through national STEAM initiatives that call for culturally relevant strategies capable of reaching historically marginalized rural and Indigenous communities. Challenge- Based Learning (CBL) and STEAM activities, such as building edible DNA models, culinary algorithms and zero-kilometer food challenges, offer a promising remedy: they merge core scientific concepts with hands-on, arts-infused tasks that rely on inexpensive, locally sourced materials. To examine their potential association with changes in students ′ perceptions, this study adopted a quasi- experimental pre-test/post-test design without a control group. A total of 230 sixth-grade primary school students from two remote regions completed a validated questionnaire before and after five contextualized STEM challenges. Descriptive statistics, paired samples tests, and subgroup analyses explored gender and geography- based differences. Students’ overall perceptions of STEM improved significantly (p < 0.01), with the largest gains in Technology and Mathematics. However, shifts in career aspirations and self-efficacy were not statistically significant, and gender- or region-based differences proved negligible. These results suggest that short CBL interventions may be associated with improvements attitudes but may be insufficient to influence vocational outcomes. Policymakers and practitioners working in low-resource settings can leverage CBL to make STEM learning more engaging. Extending program duration, embedding culturally contextualized materials, and integrating explicit career guidance could magnify impact and help advance Sustainable Development Goals 4 and 10
Ethnic group · Focus group · Indigenous · Population · Qualitative research · Rural area · Traditional knowledge · Biomedical and Engineering Education · Psychological and Educational Research Studies · The Impact of Diversity and Innovation on Society
Self-Efficacy Beliefs as Shapers of Children's Aspirations and Career Trajectories
Gender Gap in Science, Technology, Engineering, and Mathematics (STEM)
Stability and volatility of STEM career interest in high school
Pipeline persistence
What motivates females and males to pursue careers in mathematics and science?
Motivational Beliefs, Values, and Goals
The Four-Phase Model of Interest Development
STEAM in Primary Education. Impact on Linguistic and Mathematical Competences in a Disadvantaged Context
Challenge-based learning in higher education
Unplugged or plugged-in programming learning
Integration of indigenous knowledge with scientific knowledge
Situated Cognition and the Culture of Learning
Uso de las TIC para la animación a la lectura en contextos vulnerables
| Citation velocity | historical |
|---|---|
| Highly cited | No |