STEM Education Approaches and Challenges in the MENA Region

In the Middle East and North Africa (MENA) region, recent long-term policy plans emphasize the ever-increasing need to transition to 21st-century skills and achieve sustainable development goals by preparing highly qualified nationals with credentials in STEM fields relevant to the current and future needs of the labor market. Yet, despite multiple educational reforms and substantial resources, national and international indicators of student performance still demonstrate insignificant improvement in MENA students’ achievement in STEM subjects. STEM Education Approaches and Challenges in the MENA Region contributes to the existing STEM literature by exploring factors that influence student participation in STEM in MENA countries. The book also identifies the gaps in STEM education research in MENA countries and presents the current practices and challenges. Covering key topics such as gender equity, school administration, and education systems, this premier reference source is ideal for administrators, policymakers, researchers, scholars, academicians, practitioners, instructors, and students.

Fatimah Alhashem is an Assistant Professor at the Gulf University for Science and Technology (GUST), where she has also served as the Chair for the Center of Teaching, Learning, and Research (CTLR) from 2018 to 2021. With a doctoral degree in Curriculum and Instruction in Science Education from Arizona State University, she brings a strong academic background to her work. Previously, she held the position of General Manager for the Teacher Development Department at the National Center for Education Development (NCED) from 2015 to 2018. Dr. Alhashem is a dedicated advocate for teacher support, particularly for women in science education. Her involvement in various projects has centered around the development of teachers, and she has provided consulting services to organizations such as UNDP, UNESCO, and KFAS. Her professional interests lie in the areas of professional development for teachers, teacher practices and policies, and STEM education. Currently, her focus is on projects related to teacher effectiveness, teacher licensing, and promoting STEM education. In her research, Dr. Alhashem has explored topics such as the TPACK model and studies related to TIMSS (Trends in International Mathematics and Science Study). She was member of the National Science Teacher Association (NSTA) and Kuwait Soroptimist, further demonstrating her commitment to professional networks and the advancement of education.

Heather Pacheco-Guffrey is an Associate Professor of Education at Bridgewater State University's Elementary and Early Childhood Education program in Massachusetts, USA. Dr. Pacheco-Guffrey has been an educator for over 20 years, focused on inclusive, equitable and accessible teaching and learning. She is an alumna Einstein Fellow and NSF IGERT Fellow. Today, she is a STEM specialist, teaching tech-rich introductory and advanced methods courses in STEM for students at the undergraduate and graduate levels. Dr. Pacheco-Guffrey's research is focused on teacher technology-use for domain-specific instruction (TPACK). She loves learning about new technology applications for teaching and she authors the “Tech Talk” column for the National Science Teacher Association's practitioner journal, Science & Children. Heather is currently developing models of elementary teacher technology-use and working to identify areas of strength and growth in TPACK training within teacher preparation programs. She lives in eastern Massachusetts by the sea with her husband David and daughter Zola.

Jacquelynne Anne Boivin is an Assistant Professor of Elementary and Early Childhood Education at Bridgewater State University in Bridgewater, MA, USA, where she supervises student teachers, mentors honors thesis projects, and teaches math methods to elementary teacher candidates and seminars on deconstructing racism by integrating schools and decolonizing social studies curricula. She is co-chair of her department’s Anti-Racism Matters committee and supports and facilitates student and faculty professional development focused on diversity, equity, and inclusion. She is also co-chair of the College of Education and Health Sciences’ Diversity and Equity Steering Committee. She is a former elementary school teacher who uses her experience in the field to contextualize her instruction in teacher-preparation. She is the author of the book, Exploring the Role of the School Principal in Predominantly White Middle Schools: School Leadership to Promote Multicultural Understanding and co-editor of Education as the Driving Force of Equity for the Marginalized, The Role of Educators as Agents and Conveyors for Positive Change in Global Education, and STEM Education Approaches and Challenges in the MENA Region. Her largest passion is authentically connecting academic disciplines with social justice skills and understandings. In her spare time, she enjoys outdoor adventures with her husband, Craig, a warm cup of tea with a good book and her cat, and cooking and baking with locally sourced ingredients.