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All Journal International Journal of Ethnoscience and Technology in Education
Ebenezer Omolafe Babalola
Department of Educational Technology, University of Ilorin, Kwara State, NIGERIA
Education Other

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Ethno-STEM Integrated Project-Based Learning to Improve Students' Creative Thinking Skills Ebenezer Omolafe Babalola; Emmanuel Keku
International Journal of Ethnoscience and Technology in Education Vol. 1 No. 2 (2024): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v1i2.11308

Abstract

This study investigates the impact of integrating Ethno-STEM with project-based learning (PjBL) on enhancing creative thinking skills among secondary school students in Nigeria. Acknowledging the critical role of creativity in STEM education, the research addresses the gap between traditional teaching methods and the need for innovative approaches that foster creative thinking. Traditional STEM education, often characterized by rote memorization, has been criticized for not adequately preparing students to tackle real-world problems innovatively. The incorporation of Ethno-STEM into PjBL represents an avant-garde pedagogical strategy, aimed at bridging cultural knowledge with scientific inquiry, thereby making learning more relevant, engaging, and effective in developing creative problem-solvers. This quasi-experimental study, conducted over four months, involved 84 students divided equally into an experimental group, which experienced the Ethno-STEM integrated PjBL, and a control group, which continued with conventional curriculum. Creative thinking skills were assessed through pretests and posttests, focusing on fluency, flexibility, and originality. The results demonstrated a significant improvement in the creative thinking abilities of the experimental group compared to the control group, indicating that the Ethno-STEM integrated PjBL approach effectively enhances students' creative thinking skills. These findings underscore the potential of integrating cultural knowledge and project-based learning in STEM education to nurture innovation and creative problem-solving capabilities among students.
Designing with Indigenous Knowledge: Turning Five Learning Principles into Implementable Curriculum Decisions Ebenezer Omolafe Babalola; Eyiyemi Veronica Omolafe
International Journal of Ethnoscience and Technology in Education Vol. 3 No. 1 (2026): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v3i1.19635

Abstract

Education for Sustainable Development (ESD) increasingly emphasizes sustainability competencies (SCs), yet the educational pathways proposed to cultivate them often rest on implicit worldview assumptions that can marginalize Indigenous Knowledge (IK) and other epistemologies. This commentary/conceptual synthesis argues that the central challenge is not the absence of guiding principles but the limited translation of principles into implementable curriculum decisions that can be documented and reviewed. It proposes a minimum decision framework that makes curriculum design more traceable, evaluable, and improvable by linking learning principles to explicit decisions across four domains: selection (which competencies and IK domains are prioritized), authority (who validates, represents, and limits knowledge use), activity design (how engagement and pedagogy enact the principles), and assessment (what evidence counts as demonstrated competence and how it is judged). Two areas are emphasized as essential for curricular accountability: knowledge governance, to protect epistemic integrity and reduce tokenistic or extractive uses of IK, and assessment evidence logic, to recognize process-based demonstrations of competence without flattening plural worldviews. The core claim is that closing the education–reality gap depends on auditable decision logics and evidence practices, not principles alone.
Co-Authors Emmanuel Keku Eyiyemi Veronica Omolafe