Co-constructing STEM framework for rural schools through community-based participatory research: A systematic thematic analysis

This study aim to develop a contextual STEM learning framework through a Community-Based Participatory Research (CBPR) approach framed by Socio-Transformative Constructivism (STC), in order to bridge the persistent quality gap in rural STEM education. A qualitative design with five biology teachers as co-researchers and 480 students across three rural schools through a co-construction process was deployed. Data were collected through focus group discussions (FGDs), classroom observations, and in-depth interviews. Thematic analysis revealed three key findings: (1) teachers faced significant limitations in facilities, technology, and pedagogical capacity when integrating STEM; (2) the co-construction process generated a two-stage framework, emphasizing the integration of science–mathematics for analysing real-world problems and engineering–technology for project-based solutions; and (3) a transformation of classroom practices was observed, shifting from teacher-cantered instruction to project-based learning that was collaborative, contextualized, and rooted in local culture, thereby producing tangible improvements in student engagement, motivation, and self-confidence. These findings underscore that STEM learning in rural contexts must be designed around socio-cultural realities to ensure inclusivity, adaptability, and sustainability. The study provides critical implications for teachers and policymakers in accelerating educational equity in rural regions.