Transforming Education: Using the Pedagogy, Spaces and Technology (oPSTi) Framework to Teach Project Based Learning Among Southeast Asia Educators

Abstract

Digital citizenship encompasses interaction via the network, appropriate learning spaces and suitable technology tools in an emerging trend in STEM education. The digital literacies comprise the teaching and learning skills that enable technology to emerge in teaching and learning. This article examines the transformative impact of the Pedagogy, Spaces, and Technology (oPSTi) Framework on teaching and learning among educators in Southeast Asia. The study employed a case study research design using post-test questionnaire. Twenty-four educators from Southeast Asian were involved in the purposive sampling to identify the impact of the oPSTi framework in teaching and learning. The findings reveal a significant enhancement in teaching practices, experiences, and confidence among these educators following their engagement using the oPSTi Framework in the workshop. The findings indicated the key pedagogical strategies and innovative teaching activities, which were highly effective, with a mean value ranging from 4.41 to 4.68. The framework’s emphasis on self-determined learning, adult learning principles, and project-based learning with the application of digital learning tools was pivotal in this enhancement. Notably, the use of technology tools, both hardware and software, enabled effective integration of coding and computational thinking skills using Magnetcode. The respondents reported increased motivation and a greater propensity to recommend the oPSTi Framework to their peers, highlighting its potential to drive substantial improvements in educational practices. The study underscores the oPSTi Framework’s capacity to foster a dynamic and effective teaching environment, aligning with the current trends in digitalization of STEM education. This transformation is crucial for equipping educators with the skills and confidence needed to integrate coding and programming into their teaching practices, ultimately contributing to the broader advancement of STEM education in the region.

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Author Information
Sanura Jaya, SEAMEO RECSAM, Malaysia
Parvinder Singh Amar Singh, SEAMEO RECSAM, Malaysia
Azman Jusoh, SEAMEO RECSAM, Malaysia