Manuscript Topics

Special Issue Overview  
This special issue aims to explore innovative strategies and practices within STEM education that empower educators and equip graduates with the necessary skills and knowledge to thrive in sustainability-focused careers. By addressing the critical intersection of education, workforce development, and sustainability, this special issue seeks to contribute to the ongoing dialogue about enhancing the relevance and impact of STEM education in a rapidly changing world.

Rationale and Relevance  
The importance of integrating sustainability into STEM education cannot be overstated. In today’s world, sustainability reaches beyond environmental stewardship to encompass critical social and economic dimensions, all of which are interlinked in addressing global challenges. Transformative STEM education can play a pivotal role in preparing graduates to tackle sustainability challenges while promoting critical thinking, problem-solving, and interdisciplinary collaboration among students and educators alike (Valdes-Ramirez et al., 2024; Taylor & Taylor, 2022). By embedding these values into STEME, it will equip students with a holistic understanding that prepares them for the need for a workforce to confront pressing issues such as climate change, social inequality, and resource scarcity. In addition, a transformative approach suggests that the development of sustainability problem solutions involves considerations of social influences, practical efficiency, and a dedication to confronting global injustices, which will enable individuals to evaluate which values are suitable or inappropriate in various situations (Syed-Abdullah, 2023).

Research indicates that effective STEM education can significantly impact student engagement and preparedness for future careers (Chiu et al., 2024). By empowering educators with innovative teaching methodologies and fostering collaboration between academic institutions and industry, we can bridge the gap between education and the workforce, ensuring that graduates are not only knowledgeable but also equipped with the competencies needed in sustainability-focused professions (Chiu et al., 2024; Valdes-Ramirez et al., 2024).

Key Topics for Consideration  
We invite contributions that address, but are not limited to, the following topics:  
1. Innovative Teaching Practices in STEM Education for Sustainability: Examination of transformative pedagogies, including project-based and experiential learning, that integrate sustainability concepts into STEM curricula (Taylor & Taylor, 2022)
2. Empowering Educators through Professional Development: Discussion of best practices and initiatives aimed at enhancing educators' effectiveness in teaching sustainability within STEM disciplines (Chiu et al., 2024; Valdes-Ramirez et al., 2024).
3. Curriculum Development for a Sustainable Workforce: Insights into aligning STEM curricula with industry needs to prepare students for careers in sustainability, focusing on skill development and real-world applications (Chiu et al., 2024; Taylor & Taylor, 2022)
4. Assessment and Evaluation of Transformative Learning: Exploration of assessment strategies that measure both knowledge and competencies related to sustainability, and their impact on student outcomes (Chiu et al., 2024; Taylor & Taylor, 2022).

Expected Contributions  
This special issue is expected to contribute to the academic literature by providing a platform for sharing innovative research, best practices, and case studies in STEM education. By fostering interdisciplinary dialogue among researchers, educators, and practitioners, we aim to enhance the understanding of how transformative STEM education can empower both educators and students, ultimately contributing to a more sustainable future.

Instruction for Authors
https://www.aimspress.com/steme/news/solo-detail/instructionsforauthors
Please submit your manuscript to online submission system
https://aimspress.jams.pub/