Author Information
Sweta Bharadwaj, University of Doha for Science and Technology, QatarAalaa Salman, University of Doha for Science and Technology, Qatar
Janice Henderson, University of Doha for Science and Technology, Qatar
Abstract
As hybrid learning expands globally, the demand for high-quality, accessible online STEM teacher training has surged. However, linguistic barriers persist, particularly in the Middle East, where most programs are predominantly offered in English, limiting participation for Arabic-speaking educators. This study examines the accessibility, effectiveness, and equity of multilingual online STEM teacher training, with a particular focus on the Middle East, while also drawing comparisons to other multilingual regions. It explores the role of language in shaping engagement, learning outcomes, and professional development for STEM educators. Through an analysis of digital education platforms and government-led initiatives, this research evaluates multilingual support in STEM teacher training. It reviews policies from Middle Eastern ministries of education, UNESCO’s regional education frameworks, and EU digital learning strategies to assess how language barriers impact teacher participation and the scalability of digital education models. Findings reveal that Arabic-language STEM training remains scarce, often relying on English-based content with limited cultural and pedagogical adaptation. Similar challenges exist in other multilingual regions, underscoring broader linguistic inclusivity gaps. This study presents recommendations for policymakers, edtech developers, and academic institutions, advocating for AI-driven translation tools, localized content development, and regional collaborations. By demonstrating the economic and social benefits of removing linguistic barriers—particularly in workforce development and gender equity—this research highlights the urgent need for regionally tailored digital STEM education strategies. This study contributes to a more inclusive, scalable, and effective digital education ecosystem by addressing language barriers in STEM teacher training with a Middle Eastern focus and global comparisons.
Comments
Powered by WP LinkPress