The importance of STEM subjects for the purposes of scientific and technological development has gained global momentum. Yet, there are various obstacles to applying a STEM education in the context of preparing students for a scientifically and technologically advanced society. There has been little research on how engineering can be incorporated into the elementary school curriculum. This study, thus, provides a systematic review of the learning techniques and structured framework that are used to support learning in the fields of science, technology, engineering, and mathematics (STEM). It also aids in identifying students’ shifts in interest toward STEM subjects, as well as their desire to pursue future STEM-based careers. This study makes use of a systematic literature review of high-impact journals with a Q1 or Q2 ranking. It was also found that there are hurdles in regard to the teaching approach that is used for STEM subjects. This suggests that there are numerous opportunities that can be exploited by educators in their hunt for a better STEM teaching approach. Finally, researchers must create features that enable students to gain fundamental competencies within the STEM disciplines. Future applications must include the experimental support for the purposes of inquiry-based learning activities.

Background: Overexposure to ultraviolet (UV) radiation is linked to serious adverse health effects that are cumulative in nature and affect children more than adults. UV radiation has also been reported to have serious complications for the eye, particularly in areas with a high UV radiation index. Increasing public awareness about the harmful effects of UV radiation on the eye and promoting awareness about protection against UV radiation may prevent eye disease related to UV radiation damage and help in the improvement of public health in general. This study aims to assess public awareness and knowledge of UV radiation and practices toward UV protection in Jordan, which is a country recognized as having a relatively high UV index throughout the year. Methods: A cross-sectional study was performed using an online questionnaire using Google Forms^® to assess people’s awareness, knowledge, practices toward eye protection from UV radiation, and the reasons for not wearing UV-protective eyeglasses in Jordan. Sociodemographic information of participants including age, gender, education level, and employment status was also acquired. People’s knowledge on UV protection and harmfulness was measured via rewarding their correctly answered knowledge questions with one mark and zero for incorrectly answered questions based on key answers defined from the literature. Results: A total of 1331 participants (77% females and 23% males) with an average age of 26(±10) years completed the online questionnaire. Participants showed generally high levels of knowledge and awareness about UV radiation and its harmful effects. Nevertheless, participants showed a low level of knowledge about the link between UV radiation and some of the ocular diseases in the questionnaire. Practices toward UV radiation protection where inadequate, with 59% of the respondents reporting that they do not use any protective eyewear from natural UV radiation. The main reported reason for not wearing UV-protective sunglasses was uncertainty in the efficiency of UV protection in sunglasses, as reported by 47% of the participants who do not wear UV-protective sunglasses. Conclusions: The awareness of UV radiation and its harmful effects is high in the studied population. Participant knowledge is also relatively high in relation to nature of solar UV radiation, other synthetic sources of UV radiation, and the most dangerous UV exposure time. However, low participant knowledge was measured on the association between UV radiation with ocular disease and the role of UV-protective eyeglasses. Participant practice toward UV radiation protection was found to be insufficient. Thus, it is important to further increase the knowledge of damaging effects of solar and synthetic UV radiation and emphasize the benefits of eye protection from UV radiation. Eye care practitioners should target youth by different strategies including health campaigns, media, and clinics.

This study investigates the perceptions of STEM teachers regarding the integration of generative artificial intelligence (AI) applications into classroom settings, using the extended Technology Acceptance Model (TAM) as the framework. The study examines self-efficacy, anxiety, perceived ease of use, expected benefits, attitudes, and behavioral intentions toward AI applications. Data was collected from 448 mathematics and science teachers across various Turkish provinces through an online survey. Results revealed a generally positive attitude toward AI, with male teachers exhibiting higher self-efficacy and perceived ease of use compared to female teachers. However, no significant differences were found across other TAM dimensions, such as stress, anxiety, and expected benefits, based on gender, age, or teaching experience. These findings suggest that while STEM teachers are generally open to AI adoption, targeted interventions are needed to address gender disparities and improve ease of use.

This paper presents findings from an analysis of 4th grade science textbooks used in the United Arab Emirates schools, using an analytical descriptive approach to examine their content in light of the sustainable development goals. The results reveal that the environmental dimension of sustainable development (SD) was the most frequently reflected upon in the textbooks, with an occurrence of 18.5%, followed by the economic dimension (11.7%) and the social dimension (4.9%). While the distribution of sustainability themes varied across the textbooks, all four textbooks included references to SD. However, the researchers find that the distribution of these themes was not even, with some themes being absent in some textbooks while being extensively presented in others. These findings suggest that while sustainability is present in 4th grade science textbooks, there is room for improvement in ensuring that all three dimensions of SD are adequately covered in these materials.

Introduction: Refractive errors are common visual impairments that can significantly affect academic performance and daily activities if left uncorrected. Understanding students’ perceptions and awareness of these conditions is crucial for promoting eye health and ensuring appropriate vision correction. Objective: To determine perceptions and awareness of refractive errors amongst undergraduate students in Jordan. Materials and methods: A cross-sectional survey was conducted anonymously on 358 students. A structured closeended questionnaire was distributed to those studying in undergraduate courses in January – March 2023. Results: The questionnaire was administered to 358 participants of whom 188 (52 %) were male. We found that 173 respondents (48.3 %) were aware of surgery as a method of correcting refractive errors while 119 (33.3 %) were aware of contact lenses. Fifteen (20.2 %) said they did not use glasses because of having headaches, while 19 (25.7 %) believed it made no difference. On the other hand, 72 people (56.3 %) reported wearing glasses all the time, while 112 respondents (or 87.5 %) would like to try another method of eyesight correction. The participants’ attitudes were slightly negative towards the use of glasses. Conclusions: Awareness of refractive errors was high as well as the awareness of various available methods of their treatment. The attitudes towards spectacle wear were found to be varying, thus showing the need of alternative treatment options for students.