Rebuilding Education: STEM Education Practices and Research during the Post-COVID-19

Rebuilding Education: STEM Education Practices and Research during the Post-COVID-19

Science, technology, engineering, and mathematics (STEM) education, a form of interdisciplinary education, successfully implements competency-based teaching in educating the young generation. It enhances employability and the ability to solve complex engineering problems. In fact, STEM education is a crucial education model for boosting human capacity building and RDI talent.

The COVID-19 pandemic has created considerable rifts in the learning attainment of students worldwide due to a lack of access to a regular learning system. The learning gaps were hugely prevalent in the STEM learning areas, whereby students were deprived of hands-on and collaborative learning experiences in both informal and formal settings. Hence, this Special Issue aims to create a collection of papers on specific topics related to STEM learning and research practices in the post-COVID-19 rebuilding phase. The intention is to build a community of authors and researchers to discuss the latest research and develop innovative teaching ideas, solutions, and research directions for global educators in STEM education.

The Special Issue invites the papers addressing how the impact of the global COVID-19 pandemic has affected STEM education, and what measures (teaching tools and research practices) are being applied to combat the learning gaps in STEM education in the post-pandemic era. We invite researchers engaged in STEM educational practices to share and exchange research experiences, including methods, pedagogical approaches, and environments which they are practicing in the post-pandemic era. Topics of interest for this Special Issue include, but are not limited, to the following:

• STEM curriculum development, STEM teaching models, STEM competencies, and learning outcomes in the post-pandemic era;
• The impact of COVID-19 on the revolution of online-based pedagogical environments such as digital resources, eBooks, online conferencing platforms, online collaboration tools, etc., on informal and formal STEM settings;
• The new directions of pedagogical approaches, tools, strategies, evaluation, and assessment methods for pandemic-affected STEM education;
• Exploring the critical factors to fill the gaps in students’ learning performance affected by the pandemic;
• Significance of educational games and other ICT learning tools in the post-pandemic environment.

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI’s English editing service prior to publication or during author revisions.

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section “Sustainable Education and Approaches”.

Deadline for manuscript submissions: 31 May 2022.