STEM plays a pivotal role in human cognition and is part of goal five of the United Nations 2030 Agenda for Sustainable Development of gender equity. Despite this, females worldwide continue to face inequalities in their education and job opportunities in these fields. Our project developed and delivered practical workshops to actively engage Early Childhood (EC) teachers in Saudi Arabia, fostering gender equity in the implementation of STEM education.
The project was funded by the Council of Australian Arab Relations (CAAR) within the Australian Department of Foreign Affairs and Trade. Following the 2024 workshops, collaborative research was conducted, studying the impact of the professional development on early childhood teachers’ STEM teaching practices.
Research Background
STEM (Science, Technology, Engineering, and Mathematics) learning is a pedagogical method of the 21st century, improving cognitive skills, such as creativity, problem-solving, scientific inquiry, and critical thinking. Within the Arabian Peninsula, there is a pressing need to promote inclusive practices in STEM education to address gender disparities. Research uncovered myths among Saudi early childhood teachers (ECTs) regarding the importance of gender equity in STEM education. Despite global recognition of the importance of women in STEM fields, significant gender inequality persists in STEM careers. The STEM Equity Monitor (2024) reports that women account for only 37% of university STEM enrolments and represent a mere 15% of the workforce in STEM jobs in Australia. These statistics highlight a crucial area for intervention, beginning in the early years of education.
Early childhood teachers are instrumental in generating and supporting children’s interest and confidence in STEM from a young age. Their perceptions and teaching practices significantly influence whether girls develop positive attitudes toward STEM subjects. Recognising this pivotal role, researchers designed a study to investigate the impact of professional development on Saudi Early Childhood Teachers toward gender equity in early childhood STEM education.
Designing Professional Development Workshops
The research involved professional development workshops offered to 150 ECTs in each of two Saudi Arabian cities. Online surveys used open and close-ended questions before and after the workshops to explore ECTs knowledge about STEM education, including:
- Their preparation and confidence in teaching STEM;
- Perceptions of gender equity; and
- Challenges in integrating STEM into their curricula.
Participants in the workshops and surveys were also offered the opportunity to engage in an interview at a later date and time.
Findings and Implications
The two surveys revealed significant improvements in their confidence in the teaching of STEM, indicating the effectiveness of the workshops in equipping teachers with the tools to support inclusive practices in STEM education. The themes that emerged include:
- Improved teacher confidence;
- Improved planning and integration of STEM into everyday curricula; and
- A deeper understanding of the importance of gender equity in STEM education.
Participants reported significant improvements in their ability to plan and implement STEM activities that encourage gender equity. The early results underline the value of hands-on, practical professional development in addressing gender disparities in STEM education. ECTs gained knowledge and developed strategies to overcome challenges and foster a more inclusive learning environment.
Conclusion
STEM education holds great potential to shape the learning ability of young children, fostering creativity, problem-solving, and critical thinking. However, gender inequalities in STEM fields remain a pressing issue around the globe.
ECTs play a crucial role in addressing these differences by inspiring interest and confidence in STEM subjects among girls from an early age. The findings of this study highlight the effectiveness of targeted professional development workshops in promoting inclusive practices and improving teachers’ capabilities in STEM education.
Therefore, it is essential to provide this type of initiative to reach both pre and in-service educators in diverse settings and continue advocating for changes to promote gender equity in STEM. By doing so, societies can ensure that all children, regardless of gender, have the opportunity to explore and excel in STEM fields, paving the way for a more equitable and innovative future.
We would like to acknowledge our collaborators, Associate Prof Maryam Jamal Alharthi, Mrs Asma Aljohani from Taibah University, Dr Nouf Albadi, and Professor Nahla Mahmoud Gahwaji from King Abdulaziz University.
