Indigenising science, technology, engineering, and mathematics (STEM): Integrating Pacific knowledge within a high school STEM study program

Abstract

Pacific students have low course completion rates within universities in Aotearoa, New Zealand (ANZ), resulting in poor educational outcomes in STEM-related fields. Additionally, Pacific students are underrepresented in university departments, including those in STEM fields. This research explores the reasons behind Pacific students’ low representation and course completion rates in STEM, aiming to create a more supportive and conducive environment within ANZ universities.

Integrating culturally relevant educational content has been shown to improve the success rates of Pacific students. This thesis investigates the benefits of incorporating Indigenous Pacific knowledge into STEM curricula to enhance student engagement and academic performance. The research is based at the University of Waikato, aligning with the university's Pacific theme, Imua, meaning to go forward, to help Pacific students progress and thrive.

Despite the growing interest in integrating traditional Indigenous knowledge into education, most research in this area has been limited to small projects and case studies. This thesis provides an in-depth examination of an Indigenous methodology that acknowledges culture, identity, and worldview, aiming to offer a deeper understanding of the factors affecting Pacific students' development in STEM fields. Ultimately, this research aims to contribute to the development of a new STEM learning model that better supports Pacific students by addressing their cultural needs and backgrounds.