Page 42 - IFIA_Magazine_No14

| IFIA Magazine - March 2022

Qatar University Young Scientists Center
TICES AND RESEARCH DURING THE POST-COVID-19
REBUILDING EDUCATION: STEM EDUCATION PRAC-
(QUYSC) invites all inventors and

researchers to submit papers addressing

the impact of the global COVID-19 pandemic

Special Issue Information

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 educa-
tion 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 stu-
dents 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 (teach-
ing 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, in-
cluding 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 compe-
tencies, and learning outcomes in the post-pandemic era;
• The impact of COVID-19 on the revolution of online-based pedagogi-
cal 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, evalu-
ation, and assessment methods for pandemic-affected STEM education;
• Exploring the critical factors to fill the gaps in students’ learning perfor-
mance affected by the pandemic;
• Significance of educational games and other ICT learning tools in the
post-pandemic environment.

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