Learning Beyond Borders: Experiential Learning and STEM Educators’ Teaching Practices

• In Event: Cultivating Teacher Agency & Knowledge: Innovations in STEM/STEAM Professional Development

Abstract

This study examines the impact of an international experiential learning program in Mexico City on K-12 STEM teachers from the United States, focusing on their perceptions and instructional practices related to global water sustainability. Using Transformative Learning Theory as a framework, the researchers employed surveys and interviews to analyze shifts in teachers’ understanding of challenges related to water sustainability. Findings revealed significant changes in teachers’ awareness of complex sustainability issues, corrected misconceptions, and calls to action rooted in education. Teachers described plans to integrate their experiences into classroom practices, emphasizing empathy, critical thinking, and student agency. This study highlights the effectiveness of experiential professional development in preparing educators to engage students with global issues through culturally responsive and interdisciplinary approaches.

Authors

• Diego Lopez, Rice University

• Faiza Zafar, Rice University

• Mirna Mendoza Wilson, Rice University

• Carolyn Nichol, Rice University