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<p>Sustainable university-school partnerships are increasingly recognized as critical for teacher development and pedagogical innovation; however, existing STEM partnership models often privilege technical expertise over ethical, cultural, and human-centered dimensions of learning. Addressing this gap, this study conceptualizes humanizing STEM education through an expanded Scientist-Teacher-Student Partnership (STSP) framework that integrates STEM and humanities perspectives within secondary science learning. Grounded in humanizing pedagogy and partnership theory, the study draws on in-depth semi-structured interviews with 22 interdisciplinary experts comprising secondary science and humanities teachers, scientists, and humanities scientists, alongside document analysis of curriculum standards and policy documents. Using reflexive thematic analysis, three interrelated constructs were identified: integrative collaboration, contextualized learning, and pedagogical strategies for humanizing STEM practice. Findings reveal that sustainable interdisciplinary collaboration enables teachers to embed ethical reasoning, cultural meaning, and socio-scientific relevance within STEM instruction, thereby strengthening professional capacity and pedagogical innovation. The expanded STSP model reconfigures university-school relationships from serialized engagement toward a sustained partnership that supports teachers’ long-term professional learning. This study contributes to learning sciences scholarship by demonstrating how humanizing STEM can be operationalized through sustainable university-school partnerships that position humanities disciplines as partners in STEM education, with implications for teacher development, curriculum reform, and values-oriented pedagogy.</p>

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Conceptualizing Humanizing STEM through Scientist-Teacher-Student Partnership (STSP) Toward Sustainable University-School Collaboration and Pedagogical Innovation

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月23日

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  • Napisah Yahya,
  • Hidayah Mohd Fadzil,
  • Mohd Nor Syahrir Abdullah,
  • Rohaida Mohd Saat,
  • Mohamad Hisyam Ismail,
  • Muhamad Furkan Mat Salleh

摘要

Sustainable university-school partnerships are increasingly recognized as critical for teacher development and pedagogical innovation; however, existing STEM partnership models often privilege technical expertise over ethical, cultural, and human-centered dimensions of learning. Addressing this gap, this study conceptualizes humanizing STEM education through an expanded Scientist-Teacher-Student Partnership (STSP) framework that integrates STEM and humanities perspectives within secondary science learning. Grounded in humanizing pedagogy and partnership theory, the study draws on in-depth semi-structured interviews with 22 interdisciplinary experts comprising secondary science and humanities teachers, scientists, and humanities scientists, alongside document analysis of curriculum standards and policy documents. Using reflexive thematic analysis, three interrelated constructs were identified: integrative collaboration, contextualized learning, and pedagogical strategies for humanizing STEM practice. Findings reveal that sustainable interdisciplinary collaboration enables teachers to embed ethical reasoning, cultural meaning, and socio-scientific relevance within STEM instruction, thereby strengthening professional capacity and pedagogical innovation. The expanded STSP model reconfigures university-school relationships from serialized engagement toward a sustained partnership that supports teachers’ long-term professional learning. This study contributes to learning sciences scholarship by demonstrating how humanizing STEM can be operationalized through sustainable university-school partnerships that position humanities disciplines as partners in STEM education, with implications for teacher development, curriculum reform, and values-oriented pedagogy.