A Study on the Impact of STREAM Education on South African Students' Engagement and Creativity: Exploring a Holistic Educational Pathway | Chapter 7 | Language, Literature and Education: Research Updates Vol. 6

 

This study evaluates the transformative impact of STREAM (Science, Technology, Research, Engineering, Arts, and Mathematics) education on student engagement and creativity in South African schools. Integrating arts and research components into the curriculum fits global pedagogical changes meant to promote holistic learning, as traditional STEM (science, technology, engineering, and mathematics) frameworks change. Inspired by projects like Sci-Bono Discovery Centre and the Schools of Specialism run by the Gauteng Department of Education, the study stresses the need for developing creativity, critical thinking, and research skills alongside technical ability.

 

Constructivist learning theory, which supports experiential and inquiry-based learning and thereby helps to synthesise multidisciplinary elements within the STREAM framework, provides the theoretical basis. By use of qualitative techniques comprising interviews, focus groups, and classroom observations, the study seeks to investigate how the incorporation of arts, research, and reading shapes student involvement and creative output.

 

Global experiences show how well multidisciplinary approaches integrate research and arts into curricula to increase engagement and real-world preparedness, therefore highlighting their advantages. According to the study, in line with African philosophical concepts like Ubuntu, indigenous knowledge systems and culturally relevant pedagogies are also very important in helping students to feel belonging and actively participate.

 

The study also explores how reading could inspire research and multidisciplinary knowledge and emphasises how artists help to develop soft skills, emotional intelligence, and creativity, which are fundamental qualities vital for Industry 4.0. The study provides legislators, teachers, and curriculum experts with practical insights and recommendations to improve instructional methods, thereby assuring that the learning environment is inclusive, interesting, and fit for producing graduates with flexible, creative, and social consciences. In conclusion, the study emphasises the importance of integrating and implementing the STREAM model to equip South African students with the multidimensional skills required to resolve complex societal challenges, foster innovation, and contribute meaningfully to economic growth.

 

 

Author(s) Details

Mfanelo Ntsobi
Research & Development Innovation Department, Sci-Bono Discovery Centre, Cnr. Mirriam Makeba and Lilian Ngoyi Street, Johannesburg - 2001, South Africa.

Bongani June Mwale
Research & Development Innovation Department, Sci-Bono Discovery Centre, Cnr. Mirriam Makeba and Lilian Ngoyi Street, Johannesburg - 2001, South Africa.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v6/5778

Empowering Learning: Botswana Primary School Teachers’ Motivational Strategies and Beliefs about Mathematics Classroom Instructional Practices | Chapter 8 | Language, Literature and Education: Research Updates Vol. 4

This chapter explores the relationship between teachers' beliefs, motivational strategies, and instructional practices in mathematics education in Botswana’s primary schools. Grounded in Self-Determination Theory and Expectancy-Value Theory, the study examines how teachers perceive and implement motivational strategies to enhance student engagement and achievement.  The chapter integrates quantitative and qualitative approaches to explore the use of motivational strategies in mathematics instruction. Using a descriptive survey design, data were gathered through questionnaires and interviews from 88 primary school mathematics and science teachers with diverse qualifications and experience across three educational regions. Findings reveal that over 90% of teachers employ activity-based, learner-centred strategies, including real-world problem-solving and reward systems, to foster motivation. However, challenges such as high workloads, large class sizes, and inconsistent feedback hindered the consistent implementation of these strategies. The study underscores the need for targeted professional development and policy support to equip teachers with practical tools for integrating motivational strategies effectively. Aligning instructional practices with motivational frameworks can enhance student autonomy, competence, and engagement, ultimately improving mathematics learning outcomes. The chapter contributes to the discourse on student-centred mathematics education, offering insights for educators, policymakers, and researchers to create supportive and engaging learning environments.

 

Author (s) Details

End Salani
Department of Primary Education, Faculty of Education, University of Botswana, Private Bag 00702, Gaborone, Botswana.

 

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v4/4353

Use of Virtual Simulations in Maternity Nursing | Chapter 3 | Progress in Language, Literature and Education Research Vol. 5

This paper explores integrating virtual simulation into an existing curriculum to manage obstetric emergencies in nursing and offers ways to develop and enhance current teaching strategies. Virtual simulations can offer realistic and engaging simulations of any clinical condition, including cases that seldom appear in the clinical site. In this way, VRSs can offer practice for lifelong learning and be a successful educational model for nursing students. Quality clinical education is a core requirement in the nursing curriculum. Pre-licensure nursing students rarely have opportunities to manage obstetric emergencies in nursing even though lack of this exposure to situations may lead to poor patient outcomes. The study employed a mixed-methods design using a descriptive, quantitative, and descriptive-qualitative approach. The study reported the preference and perceived learning outcomes of undergraduate students who engaged in a virtual simulation experience. Results from the survey and student evaluation indicated that students had an overall positive experience. Online virtual reality sessions can offer a time-efficient and cost-effective approach to teaching crucial, often high-stakes, communication skills in a safe environment. Student feedback indicated that this VRS experience was highly valuable. The virtual simulation sessions provided a flexible, engaging experience to develop critical thinking skills and were evaluated as highly satisfactory and easy to navigate. A more massive, multisite repetition of the study would be helpful. Surveying various programs, including graduate studies and RN to BSN programs, might yield different results.

Author(s) Details:

Nisha Nair,
California State University, Fresno, 2345 East San Ramon Ave., M/S: MH 25, Fresno, CA 93740-8031, USA.

Please see the link here: https://stm.bookpi.org/PLLER-V5/article/view/13347

Fostering a Culturally Responsive Classroom While Bypassing Social Status and Inequalities to Enhance Inclusiveness | Chapter 1 | Research Aspects in Arts and Social Studies Vol. 6

 Though many public hypotheses play a crucial duty in association and inside a school community, inspiration is an essential and necessary contained improving graduate date in some given school framework. Hence, it is main to accept the various friendly believes and prejudices while implementing a with regard to the welfare of mankind compassionate lecture room for teachers to establish a definite knowledge environment for undergraduates to boost date. For the new conceptual homeroom to function capably, teachers need a fair understanding of the ideas, plans and lies of students to practice great importance. Therefore, this study inquires to upgrade student date by bestowing significance to factors to a degree sophistication, ethnic background, gender, public views and professor self-reflective practices to reinforce great importance.

Author(s) Details:

Chris Mathew,
Faculty of Science, St Mary’s Coptic Orthodox College, Coolaroo, VIC 3048, Australia.

Please see the link here: https://stm.bookpi.org/RAASS-V6/article/view/9489