https://repositori.mypolycc.edu.my/jspui/handle/123456789/6670 2026-10-19T08:43:49Z 2026-10-19T08:43:49Z Hachey, Alyse C. Pratimaben J. Mehta https://repositori.mypolycc.edu.my/jspui/handle/123456789/11045 2026-10-19T05:42:21Z 2024-07-29T00:00:00Z

Title: THE ISTEM ROPE MODEL: DEFINING INTEGRATED EARLY CHILDHOOD STEM EDUCATION AND ITS PEDAGOGICAL LINAGES TO THE REGGIO EMILIA-INSPIRED APPROACH Authors: Hachey, Alyse C.; Pratimaben J. Mehta Abstract: This paper discusses the implementation of integrated science, technology, engineering and mathematics (EC-iSTEM) education with children in birth-to-age 5 classrooms. It offers a conceptualization for EC-iSTEM, as well as a developmental trajectory in the form of the iSTEM Rope Model. It further highlights the intersection of EC-iSTEM education and the Reggio Emelia-Inspired Approach (RE-IA) as a lens for both viewing EC-iSTEM implementation with young children and as an area of needed research. This paper uses a qualitative interpretive methodology, drawing from a wide array of theoretical and research literature on early childhood education and integrated STEM education. Despite growing research and policy reports that advocate for the inclusion of integrated STEM education in early childhood classrooms, today there is currently imprecision in understanding what exactly “integrated STEM” means when applied to the instruction of very young children. This suggests a need for the creation of a unifying conceptual framework, as well as finding alignment with currently known pedagogical approaches to ground the work of birth-to-age 5 teachers and researchers. This paper proposes a new conceptualization of integrated STEM education for use in birth to age 5 classrooms, as well as a systhsis of the current literature to assess the pedagogical linkages between EC-iSTEM and RE-IA. As the proposed conceptualization offered in this paper is new and research in this area is nascent, further empirical investigation is warrented. This paper proposes a new conceptualization of integrated STEM education for use in the early childhood education field. It further synthesizes the current literature to assess the pedagogical linkages between EC-iSTEM and RE-IA, suggesting practice implications for supporting the knowledge and skill development of young children from birth to age 5.

2024-07-29T00:00:00Z Udogworen, Wisdom Igobi, Dodi Abdulkareem Hamarshehc Jim, Uko Nabwey, Hossam A. George, Reny https://repositori.mypolycc.edu.my/jspui/handle/123456789/10939 2026-09-30T03:57:27Z 2025-11-21T00:00:00Z

Title: ANALYSIS OF IMPULSIVE FRACTIONAL DELAY DIFFERENTIAL EQUATIONS WITH MITTAG-LEFFLER KERNEL AND ITS APPLICATIONS TO HUTCHINSON’S MODEL Authors: Udogworen, Wisdom; Igobi, Dodi; Abdulkareem Hamarshehc; Jim, Uko; Nabwey, Hossam A.; George, Reny Abstract: In this paper, we use the Schuader fixed point and the Banach contraction principle to study sufficient conditions for existence, uniqueness, and Lipschitz stability of solutions for fractional delay differential equations with Mittag-Leffler Kernel (without impulses) and impulsive fractional differential equations (with delay). As a result, with practical applications, the theoretical understanding of fractional differential equations containing memory effects, impulse perturbations, and delay factors is expanded. The developed concept is finally illustrated with examples and applied to impulsive fractional delay biological systems involving a single species population growth model known as, the Hutchinson’s equations using the fractional order derivative with Mittag-Leffler kernel.

2025-11-21T00:00:00Z Bulgrin, Eva Mahkonen, Heli Weber, Susanne Maria https://repositori.mypolycc.edu.my/jspui/handle/123456789/10796 2026-09-22T03:00:48Z 2026-02-01T00:00:00Z

Title: “AUTHENTIC OTHERING”: STRATEGY AND TACTICS OF “VISCURSIVE PRIVILEGING” IN SUSTAINABLE HIGHER EDUCATION INSTITUTIONS Authors: Bulgrin, Eva; Mahkonen, Heli; Weber, Susanne Maria Abstract: Despite numerous institutionalised gender-inclusion measures, the gender imbalance in technical and engineering study programmes remains very high in Germany. Some universities have developed strategies for integrating sustainability at the institutional and study programme level to address women students, especially in technical study programmes. This article examines the question of how viscursive privilege manifests itself in strategies and tactics relating to gender and sustainability in higher education, especially in the field of Science, Technology, Engineering, Mathematics (STEM) study programmes. Design/methodology/approach – Informed by Foucault’s discourse-analytical methodology and Knorr Cetina’s (1999) approach of “viscourse”, we focus on the emergent, performative, and intentional institutional discourses and viscourses in higher education. Specifically, we analyse the viscursive practices of privileging gendered (and racialised) positionings in the institutional strategies of sustainability, drawing on reconstructive image interpretation in website analysis, complemented with excerpts of interview data with higher education professionals. Findings – Overall, we identify two discursive “tactics” (as Foucault refers to them) within the discursive institutional strategies of “authentic othering” in higher education, namely the tactic of authenticity as performative visibility and the tactic of tokenised visualising in marking racial diversity and gender differences. In the contested terrain of discursive organising, we nevertheless observe practices of resistance and find spaces of partial openings in different study programmes. Originality/value – This research is original because it applies a Foucauldian perspective to explore privilege as a discursive practice in higher education. It uniquely examines how sustainable study programmes are linked to gendered discursive strategies. Methodologically, it innovates by applying a viscourse analysis inspired by Knorr-Cetina (1999). The study highlights discursive tactics from a Foucauldian perspective.

2026-02-01T00:00:00Z Mohamed A. Shahat Sulaiman M. Al-Balushi Shubair Abdullah Mohammed Al-Amri https://repositori.mypolycc.edu.my/jspui/handle/123456789/10441 2026-08-15T03:00:43Z 2024-03-06T00:00:00Z

Title: GLOBAL PERSPECTIVES AND METHODOLOGICAL INNOVATIONS IN STEM EDUCATION: A SYSTEMATIC MAPPING ANALYSIS OF ENGINEERING DESIGN-BASED TEACHER TRAINING Authors: Mohamed A. Shahat; Sulaiman M. Al-Balushi; Shubair Abdullah; Mohammed Al-Amri Abstract: This study investigates a novel educational strategy in science, technology, engineering an mathematics (STEM) teaching that integrates the engineering design process (EDP) as a framework. The strategy aims to help teachers explain STEM concepts in a simplified way. We employed the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) methodology to enable a systematic review that evaluated the effectiveness of this approach in improving both teaching and learning in STEM subjects. In order to fulfill the objectives of the review, key data were extracted from each of the 400 articles that were reviewed from three databases: Scopus, ProQuest Central and EBSCO. Two types of analysis were conducted, namely descriptive analysis and literature classification. This systematic review analyzed 44 articles on the EDP, focusing on 18 detailed studies mainly from ProQuest, SCOPUS and EBSCO. It revealed a limited focus on gender’s impact on EDP and a trend toward interdisciplinary use and integrated research approaches. The study underscores the need for further exploration of demographic influences and preparation programs in EDP across various disciplines, aiming to inform future research and educational policies. The study’s value lies in its comprehensive assessment of engineering design (ED) research over the past decade, serving as a key reference point. It highlights progress in the field, consolidates findings and provides insights into the field’s evolution, guiding future research directions in ED.

2024-03-06T00:00:00Z