In Senegalese educational settings, traditional teaching methods in STEM (Science, Technology, Engineering, and Mathematics) have been criticized for their lack of engagement and relevance to students' lives. The study employed ethnographic research methods, including participant observation, semi-structured interviews with educators and students, and focus group discussions in selected schools across Senegal. Data were analysed using thematic content analysis to uncover patterns and themes related to educational innovation. Innovative pedagogies such as project-based learning and interactive workshops have shown promise in engaging students more effectively, particularly those from marginalized communities where traditional methods are less effective. This study underscores the potential of innovative teaching strategies to improve STEM education outcomes and suggests that further research should be conducted to validate these findings across different educational contexts. School administrators and educators in Senegal are encouraged to integrate more innovative pedagogies into their curricula, with a focus on professional development for teachers to effectively implement such methods.
Konaté et al. (Wed,) studied this question.