New educational activity by Qatar University Young Scientists Center (QUYSC)

In this context, Qatar University Young Scientists (QUYSC), published a peer-reviewed book edited by Prof. Noora J. Al-Thani and Dr. Zubair Ahmad entitled “Rebuilding Education: STEM Education Practices and Research during the Post-COVID-19 Era” in Sustainability, MDPI. The volume consolidates diverse STEM (Science, technology, engineering, and mathematics) approaches, integrating 12 peer-reviewed articles worldwide to remediate the confrontations associated with the COVID-19 era, which prompts us to explore the myriad of underlying factors for a sustainable STEM education.

COVID-19 has resulted in an unprecedented educational transformation with a significant shift in the different domains of education. On investigating the uncertainties posed, especially in interdisciplinary STEM education, it was observed that the academicians faced diverse challenges in instruction and learning. Thus, it is quintessential to delve into contemporary pandemic-mediated educational research to remediate and nullify these challenges.
Some significant contributions presented in this special issue include groundbreaking approaches to overcoming most classroom drawbacks by implementing flexible and remote learning. However, considerable issues have been argued about STEM education, necessitating a multidisciplinary approach. In this context, several researchers have made substantial exertions in STEM-driven multidisciplinary approaches involving diverse pedagogies (project-based, STEAM-based, flipped models, etc.) to improve STEM education during the pandemic. Meanwhile, some of the other contributions on the list include novel approaches to overcoming e-learning challenges and enhancing online ICT (information, communication, and technology). Finally, critical investigations regarding adaptability and the resultant emotional development have been made in the psychology and behavioral domains to comprehend and remediate the vulnerable situation of students and teachers during the pandemic. Conclusively, this peer-reviewed volume showcases the evolution of diverse educational realms from the pre-COVID era to the post-COVID era, converging on sustainable takeaways that need to be sumptuously explored to create productive STEM education models.

Prof. Noora J. Al-Thani, Director of QUYSC, states, “We believe this peer-reviewed volume will be an appreciated addition in reinforcing the sustainable STEM education aiding in the survival, adaptation, and progressions in this recklessly transforming world.”