Integrating environmental sustainability issues in STEM problem-solving activities: Promoting knowledge and awareness in gifted science students in Thailand

Abstract

Education for Sustainable Development (ESD) is crucial for enhancing knowledge and skills and fostering responsibility. In Thailand, where an official ESD curriculum is absent, the Sufficient Economy Philosophy (SEP) serves a similar purpose. This study addresses the gap in research by exploring the integration of ESD in primary school STEM education, focusing on the pedagogical potential of STEM activities. The 'Young Engineers for Sustainability' (YES!) intervention is designed to incorporate environmental sustainability, SDGs, STEM problem-solving, collaboration, and gifted development for gifted science students. The study, utilising a bricolage approach, encompass numerous qualitative methods, such as open-ended questionnaires, engineers’ logbook, interviews, observation and reflective diary, reveals that STEM problem-solving activities effectively promote students' SD knowledge, competencies, and engagement in sustainable practices. The YES! programme implemented in eight gifted classroom in Thailand, empowers primary students from grade 4 - 6 to reflect on environmental issues, collaborate with peers, and develop problem-solving skills, contributing to their autonomy and awareness of sustainable development. The final findings highlight the positive impact of STEM interventions in fostering sustainable development knowledge and competencies among primary school students and collaborative skills. This underscores the potential of innovative approaches, like Yes! Programme, to bridge the gap in ESD integration in STEM education, offering valuable insights for future educational initiatives.