A Critical Review of Research on STEM Education in Qatar

Sellami, Abdellatif; Fadlelmula, Fatma Kayan; Abdelkader, Nada; Thani, Maryam Fahad Al

doi:10.18848/2327-0063/cgp/v20i01/19-37

Cited by 3 publications

(3 citation statements)

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“…If incentivization is directed toward building an industrial economy and then a knowledge economy through higher education, Qatar will benefit from these large-scale, extensive, and sustainable effects [83]. Notably, this policy attempts to expand the economic perspective beyond the scope of contemporary market requirements to understand future economic requirements [84].…”

Section: The Conceptual Model: Human Capital Enhancement and Female E...mentioning

confidence: 99%

Strategizing Human Development for a Country in Transition from a Resource-Based to a Knowledge-Based Economy

et al. 2021

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Human development plays a profound role in achieving sustainable development, by utilizing the power of well-educated blue- and white-collar laborers, academics, politicians, and people from every layer of society and the economy. However, there is no single path for human development. Planning, designing, and implementing policies for human development require country-specific approaches, based on unique characteristics such as historical development trajectories, future goals, the commitment of leadership, culture, geography, and climate, to name a few. Such strategies become even further challenging for countries that aim to achieve radical transformations from resource-based to innovation-driven and knowledge-based economies, to achieve sustainable development. In this study, a conceptual model for a holistic human development strategy in line with sustainable economic development was first designed by employing design and systems thinking approaches. Second, under the guidance of this conceptual model, an integrated policy framework for Qatar is proposed to propel the quality and quantity of human capital to achieve economic diversification and, thus, sustainable development. Third, semi-structured interviews with experts and decision-makers in relevant fields were conducted to validate the feasibility and effectiveness of the proposed policy framework. As a proof-of-concept, the interview results validated—but were not limited to—the following outcomes. First, the proposed conceptual model has considerable potential to deliver robust, feasible, and effective policies from the initiation to the implementation of strategy development. Second, selectively recruiting highly skilled expatriate professionals under progressive residency policies provides incentives for them to become long-term residents. This would attract global human capital to complement the aim of economic diversification, a sustainable economy, and human development goals. Third, carefully designed university-industry-government partnerships and technical training programs will enable the development of appropriate innovation, professional, and business skills in the local population and facilitate economic diversification goals. Finally, empowering female entrepreneurs and investors will increase women’s empowerment while accelerating economic diversification—and, thus, sustainable development.

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Section: The Conceptual Model: Human Capital Enhancement and Female E...mentioning

confidence: 99%

Strategizing Human Development for a Country in Transition from a Resource-Based to a Knowledge-Based Economy

et al. 2021

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“…Qatari schools have dedicated considerable efforts and resources to support teachers in incorporating STEM-PBL into the curriculum through interdisciplinary projects that integrate STEM (Qureshi et al, 2017). Efforts have also been made to enhance science teacher education programs, curriculum, and professional development opportunities for science teachers in the country (Sellami et al, 2021). Additionally, Qatar has established partnerships with international institutions to further strengthen science teacher education, with the Qatar Foundation for Education, Science, and Community Development collaborating with prestigious universities Given these concerns, research focusing on understanding the drivers of teachers' competences in technological pedagogical content knowledge (TPACK) for PBL and STEM becomes crucial.…”

Section: Introductionmentioning

confidence: 99%

Factors impacting science and mathematics teachers’ competencies and self-efficacy in TPACK for PBL and STEM

Mansour,

Said,

Abu-Tineh

2024

EURASIA J Math Sci Tech Ed

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Science and mathematics teachers face the dual challenge of mastering subject-specific expertise and developing the pedagogical skills necessary for implementing integrated science, technology, engineering, and mathematics (STEM) lessons. Research indicates a deficiency in teachers’ pedagogical competencies, particularly in project-based learning (PBL) within STEM context. To address this, the study administered a questionnaire to 245 specialized science and mathematics teachers in Qatar, aiming to examine their competencies and self-efficacy within the realm of technological pedagogical content knowledge. The focus is specifically on its integration with PBL and STEM content. Additionally, the study explores the influence of demographic and contextual factors, including gender, teaching experience, major academic subject, possession of an education certificate, specialization in STEM disciplines, and workload hours, on science and teachers’ competencies and self-efficacy in technology integration when teaching through PBL and STEM approaches. The study’s findings highlight the pivotal role of gender, formal teacher education, and the unique expertise of teachers. Surprisingly, teaching experience and school level did not show significant differences among science and mathematics teachers. However, gender disparities persist, with male teachers scoring higher in technology integration, necessitating ongoing research. Discipline-specific differences underscore the need for tailored professional development. While workload does not significantly impact technology integration, a supportive school culture is crucial, especially in secondary schools. The findings not only deepen our understanding of these factors but also provide valuable insights for crafting targeted interventions, robust professional development programs, and support systems.

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“…Also lacking are studies seeking to explore methods and means of recruiting and engaging more students in STEM areas, especially in the Gulf Cooperation Council states such as Qatar. At all levels of pre-college and post-secondary levels of education, published research on STEM in Qatar is limited [6][7][8][9][10][11][12][13][14].…”

Section: Introductionmentioning

confidence: 99%

Student Attitudes and Interests in STEM in Qatar through the Lens of the Social Cognitive Theory

et al. 2023

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STEM (science, technology, engineering, and math) has taken center stage as a priority policy agenda for Qatar’s leadership. At present, STEM stands as a fundamental catalyst for Qatar’s sustainable economic, environmental, human, and social development goals, as is outlined in the Qatar National Vision 2030. The aim of this exploratory study was to investigate the determinants of students’ interest in pursuing Science, Technology, Engineering, and Mathematics (STEM) studies and eventual careers in Qatar. This study used a survey involving a representative sample of a total of 425 students from public (government-funded) middle schools in the country. Data for this research were gathered using a survey distributed to students in grades 7, 8, and 9. Guided by the Social Cognitive Theory, a survey was implemented with a view to investigating the intrinsic and extrinsic factors likely to contribute to student STEM educational and career interest. Two main statistical tests were carried out: independent sample t-tests and one way ANOVA. Results derived from the study reveal that gender, nationality, and parental education and occupation served as predictors of student interest in a STEM degree or profession. The results derived from this study have important implications for STEM-related fields of study and career.

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A Critical Review of Research on STEM Education in Qatar

Cited by 3 publications

References 0 publications

Strategizing Human Development for a Country in Transition from a Resource-Based to a Knowledge-Based Economy

Strategizing Human Development for a Country in Transition from a Resource-Based to a Knowledge-Based Economy

Factors impacting science and mathematics teachers’ competencies and self-efficacy in TPACK for PBL and STEM

Student Attitudes and Interests in STEM in Qatar through the Lens of the Social Cognitive Theory

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