Addressing epistemic exclusion in STEM education: inclusive learning and teaching through digital technology

This qualitative study examined the challenges of epistemic exclusion and the digital use divide in STEM (Science, Technology, Engineering, and Mathematics) education during online teaching due to COVID-19 in South Africa, at the Edgemont teacher training institution. It proposes that technology can mitigate these issues and foster an inclusive learning environment. The research acknowledges complications arising from the mismatch between the language of instruction (English), STEM nomenclature, and learners’ home languages. Reflective journals, focus group interviews, observation of online teaching, and document analysis of lesson plans were used to collect data from 40 honours students in STEM education, all practicing STEM teachers at schools. All ethical guidelines were observed. Data underwent thematic analysis. The findings illuminate how digital technologies bridge the digital use divide and epistemic exclusion, for both teachers and learners and addresses epistemic issues, and promote justice. Analysing the personal experiences of STEM graduate students reveals how digital teaching methods impact diverse knowledge systems and epistemic justice in higher education. The findings contribute to the emerging discourse on creating more inclusive and equitable digital learning environments in STEM fields and offer novel insights into implementing STEM education in developing countries, addressing equity concerns, and leveraging ICT to enhance post-COVID STEM instruction.