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Background <p>Considering students’ prior knowledge and local environmental context, together with gender-inclusive approaches in STEM (Science, Technology, Engineering, and Mathematics) education, has become a key strategy to foster interest in scientific careers, especially among communities with limited access to higher education. Since 2020, the BECAP initiative has promoted this approach by connecting locally relevant experiences with bioprocesses. Building on the momentum of COP16, it seeks to empower Colombian youth by linking STEM and biodiversity to drive innovative and sustainable solutions. This exploratory pre–post study examined the design, implementation, and educational impact of a hands-on STEM workshop conducted during COP16 in Cali, Colombia, in October 2024.</p> Methods <p>The study employed an exploratory pre–post mixed-methods design involving 29 high school students (ages 14–17). Data were collected using pre- and post-intervention surveys that included Likert-scale items and open-ended questions to assess self-reported engagement with STEM, perceived understanding of biodiversity and sustainability concepts, and interest in STEM-related careers. Descriptive statistical analysis and thematic analysis of qualitative responses were conducted.</p> Results <p>Through hands-on workshops that built on students’ prior knowledge and local environmental context to introduce scientific concepts, student interest in STEM careers remained consistently high before and after the intervention (n = 29). Contextualized experiments—such as bioprocesses applied to conservation—were associated with increased sense of belonging, curiosity, and motivation toward science.</p> Conclusions <p>Findings suggest that culturally contextualized STEM initiatives may support student engagement with biodiversity and sustainability topics. Given the exploratory design and small sample size, results should be interpreted with caution. By connecting education, sustainability, and inclusion, BECAP highlights the potential of aligning local educational interventions with global sustainability frameworks such as COP16 and the Sustainable Development Goals.</p>

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Hands on STEM education for biodiversity learning

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月22日

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  • Carolina Orozco Donneys,
  • Mauricio Medina,
  • Santiago Dorado Muñoz,
  • María Diaz,
  • Laura Muñoz Ortiz,
  • Juan Arroyabe,
  • María Martinez,
  • Yenny Revelo,
  • Ana Jaramillo,
  • Andrés Montenegro,
  • Paola Arroyo,
  • María Sanchez,
  • Maria Mercedes Arana,
  • Julian Gonzalez Martelo,
  • Jose Dario Perea

摘要

Background

Considering students’ prior knowledge and local environmental context, together with gender-inclusive approaches in STEM (Science, Technology, Engineering, and Mathematics) education, has become a key strategy to foster interest in scientific careers, especially among communities with limited access to higher education. Since 2020, the BECAP initiative has promoted this approach by connecting locally relevant experiences with bioprocesses. Building on the momentum of COP16, it seeks to empower Colombian youth by linking STEM and biodiversity to drive innovative and sustainable solutions. This exploratory pre–post study examined the design, implementation, and educational impact of a hands-on STEM workshop conducted during COP16 in Cali, Colombia, in October 2024.

Methods

The study employed an exploratory pre–post mixed-methods design involving 29 high school students (ages 14–17). Data were collected using pre- and post-intervention surveys that included Likert-scale items and open-ended questions to assess self-reported engagement with STEM, perceived understanding of biodiversity and sustainability concepts, and interest in STEM-related careers. Descriptive statistical analysis and thematic analysis of qualitative responses were conducted.

Results

Through hands-on workshops that built on students’ prior knowledge and local environmental context to introduce scientific concepts, student interest in STEM careers remained consistently high before and after the intervention (n = 29). Contextualized experiments—such as bioprocesses applied to conservation—were associated with increased sense of belonging, curiosity, and motivation toward science.

Conclusions

Findings suggest that culturally contextualized STEM initiatives may support student engagement with biodiversity and sustainability topics. Given the exploratory design and small sample size, results should be interpreted with caution. By connecting education, sustainability, and inclusion, BECAP highlights the potential of aligning local educational interventions with global sustainability frameworks such as COP16 and the Sustainable Development Goals.