In K-12 classrooms, students rarely have opportunities to draw on the richness of their backgrounds to critically analyze and communicate about climate technologies, nor do they engage in designing meaningful solutions to address large societal and environmental challenges. Yet, young people, who see the world through the lens of their community’s language and cultural resources, are at the forefront of these conversations. Through a design-based research study, our work seeks to explore how 6th-grade students in an urban district in the U.S. Northeast utilize their community resources, language, and culture when learning about engineering through a climate tech journalism curriculum called Community Tech Press (CTP). During the unit, students created multilingual/multidialectal journalism pieces to inform their community about climate technology. Following a grounded theory approach, we documented the ways in which youth described access to learning in different languages as a way to (i) expand the messages for diverse external audiences, and (ii) express their linguistic identities in and outside of engineering. By engaging young people in understanding how societal choices about climate technologies and solutions affect their locale, we seek to inspire action in youth with and for their communities to craft critical journalistic messages for people like themselves.

Authored by
L. Clara Mabour (Tufts Center for Engineering Education and Outreach), Dr. Greses Perez P.E. (Tufts University), Dr. Kristen B Wendell (Tufts University), Ms. Fatima Rahman (Tufts Center for Engineering Education and Outreach), and Dr. Chelsea Joy Andrews (Tufts University)

Early attitudes and beliefs shape the trajectory of students' educational experiences. By expanding young students’ perceptions of engineering, we seek to encourage them to see themselves as possible future engineers. This work presents a collaboration between faculty in the Department of Electrical and Computer Engineering (ECE) at a large, public, research-intensive university in the Southern United States and teachers at a local metropolitan area elementary school. The elementary school, which qualifies as a Title 1 school, serves students from low-income households and communities that are typically underrepresented in the field of engineering. Given that many students belong to communities that have been historically marginalized in engineering, early intervention through engaging and creative programming could contribute to long-term improvements in equitable access to engineering education. The ultimate goal of this collaboration is to develop and evaluate sustainable, age-appropriate classroom activities that show the possibilities of engineering, art, and design.

Now in its fourth year, the collaboration has included a range of activities targeted to elementary school students, k-5 graders. These activities have evolved over time as we use utilize the elementary school as a trial laboratory to understand how best to provide engagement and mentorship to elementary school students within logistical constraints. Activities have included "Girls Who Code," hands-on engineering activities in the elementary school classroom lead by senior design ECE students, and involving elementary students in the creation of an interactive video game by mapping their artwork to game characters. In this paper, we incorporate the perspectives of the faculty instructors, elementary school teachers, and undergraduate students to share their experiences bringing these activities to life and how it has affected their own views of engineering.

We are focusing on engaging early learners since students’ perceptions are formed at a very young age. Focusing efforts on early learners and STEM engagement through creative hands-on activities is the foundation of the strategy for this program. This paper will detail the guiding ideals of the program and discusses the practical challenges of building a sustainable collaboration between a Title 1 elementary school as university faculty members in an engineering department. As with any new program, there have been challenges, including transportation between campuses, integrating the initiative into the existing elementary curriculum, and maintaining long-term engagement with industry professionals.

The contributions of this paper are twofold. First, we detail an approach to using art and design to bring engineering practice to life, which differs from stereotypical depictions of the engineering profession that may push students away from seeing themselves as possible future engineers. Second, we share challenges that we have encountered in the process of building this fledgling collaboration, which may be useful to readers who are interested in creating programs in similar contexts. This paper shows some promising directions for engineering engagement in marginalized communities and maps out the future goals of the project.

Authored by
Timothy Brothers (Georgia Institute of Technology), Dr. Jacqueline Rohde (Georgia Institute of Technology), Mary Ann Weitnauer (Georgia Institute of Technology), Martta Sareva (Affiliation unknown), Kristen Lyle (Affiliation unknown), and Kayla Henderson-Simms (Georgia Institute of Technology)

With the fast pace of technological developments and the growing need for qualified professionals in Science, Technology, Engineering, and Mathematics (STEM), promoting Computer Science (CS) education in primary school has become imperative. However, the persistent gender gap in STEM and the still limited number of individuals entering these fields, despite the high industry demand, remain significant challenges. Consequently, Computational Thinking (CT) has become a critical component that young students must develop. However, there is still little understanding of how children develop CT skills and engage with CT-related tasks.
Hence, this study responds to these 21st-century needs and aims to offer valuable insights into how first-grade students demonstrate their understanding and application of CT principles. Through programming lessons accommodating their unique developmental stage, the research focuses on their ability to develop and debug algorithms in coding challenges using plugged activities involving Educational Robots (ER) and a block-based programming language platform. It also examines engagement patterns across cognitive, behavioral, emotional, and social dimensions, investigating potential biological sex differences while considering the broader implications for the gender gap.
The study utilized a naturalistic inquiry approach, incorporating qualitative analysis of students’ work, classroom observations, and video data to gain meaningful insights into students’ conceptual understanding of CT principles and whether differences in engagement are influenced by biological sex or other factors inherent in the learning process, such as individual learning styles. The findings show that while there were slight differences in how students engaged with and approached CT tasks, they were more related to learning styles, individual traits, and how they respond to interpersonal interactions with peers rather than biological sex. Both boys and girls were highly cognitively engaged — e.g., problem-solving and algorithmic thinking — with social dynamics significantly influencing collaboration and overall engagement. Emotional responses, such as excitement and frustration, were present in all groups. Additionally, boys and girls exhibited similar behavioral engagement through active participation, persistence in debugging, and eagerness to solve coding tasks.
The findings highlight that even at an early age, students can grasp and apply foundational CT concepts present in algorithm development and debugging. However, curricula should be strategically designed considering students’ developmental stages. The study suggests the young age of the students might explain the lack of significant sex-based differences. At this age, students are less influenced by social gender norms, which could explain the minimal differences in engagement patterns. While this study focuses on biological sex differences, it is essential to consider how societal gender norms might influence these engagement patterns as students age and begin to internalize such norms. The early exposure to computational thinking is an opportunity to foster environments that challenge traditional gender stereotypes before they become established.

Authored by
Ms. Bárbara Fagundes (Purdue University) and Prof. Tamara J Moore (Purdue University at West Lafayette (PWL) (COE))

The demand for STEAM professionals in the U.S. is increasing, yet women and individuals from historically marginalized communities remain significantly underrepresented in these careers. By the age of 13, many students decide that STEAM subjects are either uninteresting or too difficult. As a result, there is a pressing need to boost interest, capability, and confidence in STEAM fields among children, with a particular focus on marginalized students. Spatial Visualization (SV) is a critical skill linked to success in STEAM, involving the ability to think in three dimensions. This skill is often developed through 2D and 3D sketching and hands-on projects. Although it is a learnable skill, it remains under-emphasized in traditional education. One effective approach is through “Making” activities that have been shown to increase interest in STEAM. The beauty of sketching and simple Making activities is that they are accessible to children and build on skills they already have, regardless of the children’s developmental stage. However, to be engaging, especially for marginalized communities, they need to be culturally relevant. This paper outlines the development and implementation of an engineering piñata project in two STEAM programs, one in California and one in Massachusetts, for elementary-aged children. The project aimed to teach spatial visualization (SV) skills while engaging students in a culturally relevant activity that connects these new skills to their everyday lives. ~70% of participants were from communities marginalized in STEAM. The engineering integration in the project centered on strengthening piñatas using folded flat patterns. Children learned the engineering design-build-test-redesign process and were introduced to the use of spatial visualization (SV) in engineering to fold flat materials into 3D structures. They then built and tested piñatas, comparing the strength of those constructed from separate cardboard pieces to those made from folded flat patterns. Finally, students were able to choose a desired shape based on prior testing, and design and decorate their own customized piñata to take home. Surveys were conducted to assess students' interest and self-efficacy in the piñata project, spatial visualization activities, sketching, and STEAM. Students were observed and their work was evaluated. The results indicated that students thoroughly enjoyed the piñata project and expressed a desire to participate in more similar projects. Students reported increased confidence in building through the project. This paper will explore their object choices for personalized piñatas and how the project fostered a sense of achievement. Future directions will focus on refining the culturally relevant piñata project for easier implementation by educators and incorporation into various programs. This project is the first step in the development of additional “Making” projects centered around SV and sketching skills with the goal of increasing STEAM diversity, access, and engagement.

Authored by
Dr. Lelli Van Den Einde (UC San Diego & eGrove Education), Dr. Kathryn Schulte Grahame (Northeastern University), Christiane Amstutz (Revere Public Schools), Anne E Shea (Northeastern University), Dr. Nathan Delson (eGrove Education), and Elizabeth Rose Cowan (eGrove Education)

Many students’ first interaction with computer science is programming using a block-based programming environment like Scratch, a popular introductory block-based coding platform. Scratch works well for beginner programmers for several reasons, including that Scratch’s draggable code blocks prevent syntax or spelling errors and every code block is easily available so users aren’t required to memorize dozens of functions. Scratch also motivates users to create by giving users the ability to showcase creativity, art, visual storytelling, and music in their projects. Despite widespread adoption, students can have difficulty transitioning the skills they initially develop in block-based programming environments into text-based programming languages like Python.

Prior research (Kölling et al, 2015) has identified many reasons for why students experience difficulty during the transition from block-based to text-based programming, including memorization of commands, typing/spelling, and changing programming paradigms. Additionally, the complex and unfamiliar interfaces of some text-based coding environments lead many students to feel lost when first learning Python, even if they had significant Scratch experience.

Prior experience, skills, and familiarity is helpful for students who are asked to explore a difficult topic, and contribute to student self-confidence. This is especially important in computer science because syntax and runtime errors can be frustrating and students’ self-confidence gives them the resiliency to overcome these problems. Thus, new introductory text-based programming experiences can be built to leverage prior block-based experience. Rather than changing the syntax, vocabulary, and output modalities all at once on students, we believe a programming environment should primarily introduce students to the most fundamental shift between block-based and text-based programming: typing lines of code rather than dragging code blocks. Keep every other aspect of the students’ experience stable until they build confidence in creating programs by typing code.

This paper presents Patch, a Pythonic web-based introductory programming environment that bridges the gap between Scratch and Python. To maintain student familiarity, Patch’s layout is very similar to Scratch, with the only major difference being a Python text editor in place of Scratch’s block-based code editor. Furthermore, every Scratch block has a direct translation into Patch. Any Scratch project can be uploaded into Patch, where the code blocks will be automatically translated into text-based code. For example, the Scratch “Move 10 Steps” block is written in Patch as move(10), with the same result of making a character move 10 units across the screen. While Patch has custom functions for many Scratch blocks, Patch uses default Python variables, loops, if statements, functions, and more. When students eventually transition from Patch to Python, they’re already familiar with a majority of the core Python concepts and syntax.

Patch was piloted with 26 middle school students across two different week-long summer educational programs during the summer of 2023. Throughout these pilot programs, researchers took notes on student behavior, conducted informal interviews with program instructors after each day, and examined student artifacts. From this qualitative data, we found early signs that students were able to successfully transfer knowledge from Scratch into Patch and from Patch into Python, demonstrating the viability of Patch as an intermediate pathway for transitioning students from block-based to text-based programming. This work discusses the implications of our findings and proposes next steps for further understanding the effects of learning with the Patch platform, along with providing recommendations for updates and improvements to Patch.

Authored by
Elliot Benjamin Roe (Georgia Institute of Technology), Duncan Johnson (Tufts Center for Engineering Education and Outreach), and Dr. Ethan E Danahy (Tufts University)

The field of electrical engineering remains predominantly male, with limited representation from diverse racial backgrounds. To address this imbalance, early exposure to engineering—particularly electrical engineering—is crucial for fostering interest among a wider range of students. Integrated circuits (ICs), the foundational technology behind modern electronic devices, offer an engaging and accessible introduction to the field. As part of an NSF broader impacts initiative, an electrical engineering professor and a second-year PhD student in education developed a hands-on lesson plan that teaches students how photolithography is used to create ICs. Photolithography is a process in which light transfers patterns from a mask onto a light-sensitive material, typically a silicon wafer, to produce precise, tiny circuits by layering, exposing to UV light, and developing the patterns for etching or deposition.
The lesson integrates model-building and role-playing in an attempt to deepen students' understanding of IC design and manufacturing while broadening their perceptions of who can become an electrical engineer. This approach combines role-playing, where students assume the role of electrical engineers to grasp key concepts and visualize themselves in engineering careers, and model-building, which offers a tangible method for learning IC design principles. Together, these techniques aim to shape students' engineering identity and values. In the lesson, students first observe a photolithography demonstration using 3D-printed masks and canvases to create a design. They then follow guided instructions to create their own representation of an IC using black light pens, masks, and a UV light box, simulating the photolithography process. Finally, students are challenged to design their own masks by conceptualizing a pattern, breaking it into layers, and assembling them to achieve their desired design.
The study explores whether this combination of role-playing and model-building influences students' engineering identity and values. Using an adapted Tripartite Integration Model of Social Influences (TIMSI) framework tailored to children and electrical engineering, the study defines engineering identity as how students’ self-concept is shaped, their sense of support in pursuing engineering, and how they value the field. Engineering values refer to how students perceive the field in relation to their identity, its utility in their lives, and its broader social impact. Pre- and post-surveys will assess shifts in students' engineering identity and values, measuring changes in attitudes and career aspirations. In collaboration with schools and organizations in the Mid-Atlantic region, the study aims to contribute to educational strategies that promote a more diverse electrical engineering cohort by offering insights into how early exposure to IC design, model-building, and role-playing can spark long-term interest in the field.

Authored by
Ms. Kristin Spangler Chisholm (University of Delaware)

Engineering Community Inclusion of Individuals with Autism (ECIIA), an NSF Eddie Bernice Johnson Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science Initiative (INCLUDES)-funded project, advances the mission and research of Engineering for US All (e4usa™), which aims to revolutionize high school engineering education and building students’ skills to become tomorrow’s engineers. ECIIA leverages virtual reality (VR) technology to develop enrichment opportunities based on two hands-on activities from the e4usa™ curriculum to engage autistic high school students in engineering. With the support of VR content being developed, the ECIIA project aims to increase access to engineering education for autistic individuals and develop their engineering identity, engineering self-efficacy, engineering interest, and an understanding of the engineering design process. Another component of ECIIA is the commitment of Community Collaborators, which emphasizes that everyone has a responsibility and unique ability to enact inclusive change for autistic individuals in engineering. Community Collaborators will take on the dual role of informing all stages of the project based on their expertise and increasingly gain knowledge from autistic individuals serving as Autism Advisors on how to effectively support and include autistic individuals in engineering through evidence-based practices. In doing so, Community Collaborators develop a collective commitment to the project, and identify and act upon individualized commitment goals and objectives that will increase inclusion and advocacy in engineering education and/or industry. In sum, ECIIA will lead to the development of VR that is disability-responsive and lay the groundwork for change by building a network of Community Collaborators to broaden participation and foster authentic inclusion in the field. The work in progress will present continuing efforts to engage Community Collaborators and Autism Advisors, and develop VR content that will be piloted in late-spring of 2025.

Authored by
Dr. Jennifer Kouo (The Johns Hopkins University) and Jeanette Chipps (The Johns Hopkins University)

To address the rise of homeschooling and parents’ role as an engineering educator, this study explored how to support homeschool parents and children in engineering concepts, practices, and processes within their home environment. More specifically, through participation in a local National Science Foundation iCorps program, we revised four previously developed MAKEngineering kits to target the needs of homeschool families garnered through user-designed interviews.

Twenty-six homeschool families received two kits and were asked to provide feedback via a survey and an optional follow-up interview. To date, ten homeschool parents completed the survey, seven of which were also interviewed. We analyzed the survey results using descriptive statistics and the interviews by identifying patterns in responses.

Survey results highlighted alignment between the kits and components homeschool parents consider when purchasing STEM-focused kits, such that kits included all needed materials, connected to the real world, and encouraged further exploration of the topic. In addition, interview results underscored three big ideas. First, kits provide children with opportunities to think critically, be creative, experience failures, and learn about engineers and the design process. Second, parents used the kits in their homeschool curriculum as “fun” project-based activities to support and enhance connections to science, writing, and math concepts. Third, parents adapted the kits to meet the learning needs and abilities of their children.

The initial results of this study highlight the potential of the STEM kits to support homeschool parents and children not only in engineering concepts, practices, and processes, but also interdisciplinary concepts and skills through using engineering as a foundation. The results also point to parents’ ability to diversify the kits to target their children’s learning needs and make connections to other disciplines in support of their curriculum.

Authored by
Dr. Amber Simpson (State University of New York at Binghamton), Dr. Adam Maltese (Indiana University-Bloomington), Dr. Kelli Paul (Indiana University-Bloomington), and Lauren Penney (Indiana University-Bloomington)

As the integration of the engineering design process into K-12 science curricula becomes a reality, particularly in Texas, the preparation of pre-service science teachers to effectively implement this approach is more critical than ever. This study explores how pre-service secondary science teachers understand and integrate the engineering design process (EDP) and culturally responsive pedagogy (CRP) into their instructional practices. Specifically, it investigates how their exposure to these teaching methods during their preparation shapes their instructional beliefs, lesson planning, and approaches to student-centered learning in diverse classrooms.
The pre-service teachers in this study participated in a six-week summer program designed to address barriers to STEM education for economically and socially disadvantaged students. The program provided structured training on CRP, including developing students’ funds of knowledge and culturally responsive mentoring, supporting teachers in incorporating these practices into lesson planning and instruction. Pre-service teachers engaged in workshops, reflective journaling, interactive activities, and actual teaching experiences with students. Throughout the program, mentors were supported with training in culturally responsive mentoring practices to ensure ongoing guidance.
To assess the impact of this experience, data were collected through semi-structured interviews conducted after the program and a post-program survey. Findings suggest that exposure to EDP and CRP with guided implementation experiences solidified participants’ beliefs, encouraged them to apply these methods in real classroom settings, and clarified their approaches to culturally responsive and student-centered STEM teaching. This work contributes to our understanding of enhancing pre-service and in-service teacher education, supporting the development of diverse and inclusive STEM learning environments.

Authored by
Dr. Mariam Manuel (University of Houston ), Dr. Jerrod A Henderson (University of Houston - COE), and Bereket Mego (University of Houston)

Systems thinking is a relevant part of engineering education [1]. Incorporating systems thinking into the engineering design process helps students clarify the complex context in which engineering takes place [2]. The importance of systems thinking has led to its inclusion in K-12 education through the NGSS cross-cutting concepts [3]. The National Research Council [4] emphasizes that in engineering projects, systems thinking contributes to the development, sharing, testing, and refining of design ideas. System thinking entails “understanding part–whole relationships, and how choices for parts of a system have consequences for the overall functioning of the whole system” [1, p. 496].
While the National Science Foundation [5] emphasizes the need to expand research that contributes to understanding the development of systems thinking, Levy and Moore [3] highlight that this knowledge, particularly with elementary students, remains largely underexplored. Additionally, there is a notable lack of research in the field of engineering education and systems thinking with homeschooling settings. Homeschooling is an educational system where parents educate their children, known as homeschoolers, at home [6]. Families often form homeschooling communities to collaborate on activities [7].
Therefore, this research addresses the need to expand the limited knowledge in pre-college engineering education regarding the development of systems thinking in homeschooling settings. This study is grounded in a conceptual framework that integrates the vision of STEM Education integrated and Systems Thinking worldview. STEM Education Integrated promotes the use of real-world problems, where various disciplines are applied to understand or solve the issue [8]. Systems thinking “represents a worldview, a way of thinking about the world that emerges as an individual grows in ability and willingness to see it holistically” [9, p. 936]. The research question guiding this study is: How is systems thinking developed in pre-college homeschoolers when they participate in an integrated STEM learning experience?
We selected a homeschooling community, for this work-in-progress, we focus on the preliminary results from a team of three homeschoolers. We developed a qualitative case study research design [10]. A Integrated STEM learning experience was designed around the context of ocean acidification. Data for analysis were gathered from audio recordings, presentations, and models created by the students. An a priori coding [11] was developed, focusing on analyzing the cognitive learning objectives for systems thinking in engineering education from Litzinger [2].
Preliminary results indicate that, through participation in the integrated STEM learning experience, the homeschoolers were able to progress through the four cognitive learning objectives related to systems thinking expected for K-12 students -Applying basic terminology, Defining the system, Identifying and characterizing interactions, and Creating models of the system-. The homeschoolers drew on their personal and family experiences to describe their understanding of the ocean acidification phenomenon. We believe that some of the significances of this research include the pursuit of inclusive education that encompasses homeschooling communities, as well as informing the pre-college engineering education field about STEM learning experiences that can foster the development of systems thinking in engineering education among homeschooled students.

Authored by
Ing. Luis E Montero-Moguel (The University of Texas at San Antonio) and Dr. Guadalupe Carmona (The University of Texas at San Antonio)

This study explored the impact of a stipend on high school students’ participation in a two-week summer workforce development program focused on microelectronics. The two-week program was part of a Midwest economic development organization’s multi-tier plan to attract new companies to their region focused on the semiconductor and microelectronics industries. As part of this plan to attract this new industry, the regional economic development organization funded a two-week workforce development program for high school students to learn more about semiconductors and microelectronics and career pathway options associated with those industries. The research team drew upon Social Cognitive Career Theory (SCCT) for guiding the design of the two-week student experience. SCCT emphasizes the interplay between personal attributes, environmental factors, and behavior in shaping career choices and outcomes. Participating high school students received a stipend of $1,500 to participate in their two-week summer program. Our research question was, “What impact did the stipend have on students’ participation in this program?” This study utilized a qualitative research methodology. Student responses from an initial application to attend the program and student comments made during a final focus group reflection activity were analyzed to identify themes and evidence of the stipend's impact on their participation in the program. In addition, student responses to daily reflection prompts were analyzed to provide additional insight into how the activities and experiences impacted their self-efficacy beliefs and outcome expectations. Students described various reasons for participating in such a workforce development program and included the provision of a financial stipend as a significant consideration in such a decision. This study provides insight into how students weigh their options related to other income-generating summer jobs when considering investing their time in this type of workforce development program. This insight can guide organizations when designing their local stipend offerings for summer STEM programs for high school students. The paper concludes with a discussion of the significance of offering such stipends to high school students to reduce barriers of participation in informal STEM education opportunities, especially for students coming from economically disadvantaged circumstances.

Authored by
Mr. Bruce Wellman (Purdue University at West Lafayette (COE)), Yash Ajay Garje (Purdue University at West Lafayette (COE)), and Dr. Morgan M Hynes (Purdue University at West Lafayette (COE))

In this work-in-progress paper, we present preliminary findings from a high school engineering technology summer camp designed to spark situational interest in engineering, essential for developing a skilled workforce. The Engineering Mindset Report emphasizes that broadening access to engineering is vital for the profession's future [1]. Our study examines how the camp fostered interest in high school students, aligning with the report’s call for more inclusive pathways to engineering.

We utilized Hidi and Renninger’s four-phase interest development model [2] as our theoretical framework. This model outlines how interest evolves; from situational interest, triggered by external factors, to individual interest, characterized by sustained engagement and intrinsic motivation.

The weeklong program, hosted at a southwestern university, targeted rising 10th-12th grade students interested in engineering and computing. The 30 participants, aged 13 to 17, engaged in activities centered on energy prediction, production, and harvesting. They explored topics like aerodynamics, circuitry, and programming in Arduino and Python, often integrating these concepts. For instance, participants programmed microcontrollers for projects such as a non-contact ultrasonic distance sensor and a laser-based speed sensor, which they used to test their compressed-air cars.

Implementing a convergent parallel mixed-method design, we administered a 12-item situational interest survey [3] on the first and last days, alongside free-response questions throughout the week. Both measures assessed engineering-specific situational interest based on three constructs from the four-phase model: triggered situational interest (TSI), maintained situational interest-feeling (MSI-Feeling), and maintained situational interest-value (MSI-Value). TSI reflects when environmental stimuli (e.g., activities) capture attention, MSI-Feeling gauges enjoyment extending beyond the activity to the field of engineering, and MSI-Value shows when students perceive the significance of engineering for the future or society [2], [3]. Qualitative questions were designed to explore these constructs further.

Quantitative survey results were analyzed using paired-samples t-tests in SPSS version 29.0 [4]. Data met assumptions for the proposed analysis, and a Bonferroni correction was applied (p<.017). Results indicated significant increases from pre- to post-camp for TSI (d=.97, p<.001), MSI-Feeling (d=.84, p<.001), and MSI-Value (d=.49, p=.016). These findings suggest that situational interest was both initiated and maintained, with students transferring their interest and positive feelings towards engineering as a potential career.

Qualitative responses, analyzed using framework analysis [5], revealed evidence of TSI, MSI-Feeling, and MSI-Value. Participants noted the integration of activities as a source of interest, highlighting challenges as engaging. Responses indicated a connection between camp activities and their relevance to self and society, hinting at the development of individual interest, which will be further explored in our final paper.

In our completed work, quantitative results will be reported and discussed more in-depth, qualitative data will contain example quotes, frequencies and additional themes, and detailed connections with similar studies will contextualize our findings. Future directions for this WIP study include expanding the sample size and incorporating interviews to better understand participants’ perceptions of the mechanisms facilitating interest.

Authored by
Maryann R. Hebda (Baylor University), Dr. Elon Terrell (Department of Mechanical Engineering, Baylor University), Morgan R Castillo (Baylor University), Dr. Anne Marie Spence (Baylor University), and Tracey Sulak (Baylor University)

The landscape of K-12 education is continuously evolving, with a growing emphasis on integrating emerging technologies into curricula to prepare learners for the future workforce. Robotics education stands at the forefront of this evolution, presenting both opportunities and challenges. This literature review scans the current state of robotics education in the K-12 space and explores its relevance, impact, and implementation within educational systems. We filtered out 20 papers in the domains of STEM, AI, and robotics education that looked at the high school population in both formal and informal settings. These papers study interventions integrating robotics into the current formal/informal educational programs and evaluate student participation, engagement, learning outcomes, and a sense of belonging. We studied the motivations for using robotics and styles of implementing Robotics in the K-12 formal and informal spaces. From our synthesis, we infer that robots are traditionally used as toys, teaching supplements, and extrinsic motivators for K-12 learners, revealing the underutilization of robotics. It is analogous to using pens and pencils to teach learners to hold chopsticks but, what if we could teach them how to write and draw with the pens instead, and see what stories they want to tell? Interestingly, the underutilization of robotics presents an opportunity to tap into the learners’ intrinsic motivations by empowering them to take ownership of their learnings and thus foster creativity, problem-solving skills, and 21st-century competencies. However, like STEM education, which strives to be equitable, accessible, representative, inclusive, and free from stereotypes, robotics education faces comparable challenges in attracting and engaging a diverse range of participants. This highlights the need for an intentional approach to introducing robotics in both formal and informal spaces. In this paper, we spotlight literature that suggests alternative modes of presenting robotics that aim to not just broaden but also retain participation. These findings can inspire and help inform future robotics programs, particularly informal educational initiatives, to bridge existing gaps in accessibility and motivation and maximize robotics’ potential to develop STEM knowledge and critical life skills in students.

Authored by
Yash Ajay Garje (Purdue University at West Lafayette (COE)) and Dr. Morgan M Hynes (Purdue University at West Lafayette (COE))

Activities to promote engineering engagement can be costly to implement. Developing low-cost, low barrier engineering outreach activities can broaden access. This paper describes the development of a low-cost engineering outreach activity on the topics of optimization and human space flight. The activity discussed in this research is a pilot to enable refinement for larger-scale implementation.
The activity can be completed in 45 minutes and is targeted at 3rd-6th grade students. The students are told they will be responsible for determining what to “pack” for astronauts for a trip to the moon. The students must decide which items to pack and which to leave behind to make the “best” packing list. They are provided with a fixed size paper “cargo bay” made of discrete squares and paper items of various “lengths” in squares and values. The optimum solution can be achieved by dividing the value for an item by its length of squares and filling the cargo bay with the highest value/length items. Students not able to perform this level of arithmetic can also approach the problem by reasoning through which items may be the most useful for the mission. Practical items such as fuel are provided along with impractical items such as rubber ducks.
The students are provided an independent opportunity to solve the problem with no restrictions on the problem solving method. The first part of the activity introduces students to the concept of optimization and how optimization tools are needed in real world engineering problems. The solution is revealed and students can adjust their cargo bays. In the second half of the activity, students are asked to pack the “worst” list in the cargo bay. The activity introduces the concept of constraints and assumptions when the solution to the “worst”, or lowest value, packing list is revealed to be packing nothing at all. The students are then provided the solution to the “worst” packing list with the constraint that the cargo bay must have all spaces filled.
The activity, titled “Pack for Space” was piloted with a group of 4 graduate students in 2022 and then conducted between 2022-2024 with groups of 15 - 20 elementary students at the annual Girls in Science and Engineering Days hosted at The University of Alabama in Huntsville. A cost estimate for running the activity, materials, and a guide to repeating the activity is provided for teachers and practitioners. This paper explores the development of the “Pack for Space” activity.

Authored by
Miss Casey Eaton (The University of Alabama in Huntsville) and Dr. Bryan Mesmer (The University of Alabama in Huntsville)

Pre-college students’ Parents’ perspectives on education play a crucial role in their children’s learning outcomes and future development. While the importance of engineering education has received attention from instructional design and school systems, parent-related factors remain unclear. Engineering for US All (e4usa) aims to provide well-designed engineering courses for high school students who seek to make engineering deeply and meaningfully accessible to the world. Moreover, e4usa encourages partnerships through communities and schools, allowing parents to participate with and better assist their children. This work-in-progress paper attempts to understand parents’ knowledge, attitudes, and behaviors (KAB) in engineering and engineering education, exploring potential opportunities to translate parents’ positive mindsets into actionable support.

The study conducted three semi-structured interviews with four parents whose children were enrolled in e4usa courses in 2022. After transcribing the interview content, the first two authors conducted qualitative analysis with two rounds of coding. In the first round, we used KAB as the coding category. After discussion, an additional code, “scenario,” was added during the second round of coding to help fully capture what parents value.

The preliminary results show that parents have basic ideas about engineering. Some of them have exposure due to their family background and have constructed an image of their child as a diligent and talented student. They also view their children’s involvement in engineering education positively, as it benefits their college applications and career choices. However, as engineering courses do not currently count towards Advanced Placement (AP) credits, parents express concerns about balancing the time to take engineering courses and fulfill perceived AP requirements for college admission. Parents’ actions are limited by a lack of information and connections with resources, but they still try to enhance their children’s engineering education by locating teachers, identifying relevant courses, and promoting family connections. Our next step is to conduct a broader interview among parents and explore potential methods for translating parents’ knowledge and attitudes into actions. For example, we could design informational sessions for parents, create engineering activities in which parents can participate, and link local network resources in engineering. This study aims to enhance parental involvement in engineering education by providing actionable insights and recommendations, ultimately supporting schools and policymakers in creating a more welcoming and effective educational environment.

Authored by
Xingchen Wei (Vanderbilt University), Jialing Wu (The Ohio State University), and Dr. Stacy S Klein-Gardner (Vanderbilt University)

In efforts to prepare our pre-service teachers to be culturally responsive educators, the Teacher Preparation Program (TPP) at Worcester Polytechnic Institute (WPI) has developed a foundational course that is immersed in community engagement. Partnering with local community-based organizations (CBO) has afforded opportunities for our pre-service teachers to become familiar with the assets of our urban gateway city and its population that includes many immigrants and refugees. The demographics and lived experiences of the students in the classrooms that the pre-service teachers will have as a part of during their student teaching practicum are often different from theirs. Thus, culturally responsive teaching (CRT) approaches have been strategically integrated into the entire TPP curriculum. This initial course focuses on developing cultural humility, asset-based approaches to education, and engaging family and community.

Our pre-service teachers spend significant time at a CBO partner site on a weekly basis, usually an afterschool and/or Saturday program, to develop relationships with K-12 students, families, and the CBO to enable reciprocal learning of each other’s assets and lived experiences. Our non-profit CBO partner sites serve many low-income, immigrant, and refugee students (who attend the public school district) and their families. Alongside the community engagement experiences, the pre-service teachers meet on-campus for class discussions and complete assignments that include guided reflections. Course learning objectives include examining identity and intersectionality, implicit associations, saviorism, community cultural wealth, and funds of knowledge. Gaining competencies in CRT and Family Engagement are also objectives of the course.

Our study investigates if and how community-based teaching experiences combined with training in CRT prepares our pre-service teachers to teach in urban high-need school districts. Pre/post-course surveys are administered using a Likert scale to measure their: 1) experience working with diverse populations (race/ethnicity, socioeconomic status, languages, cultures, etc.), 2) comfort in teaching in urban environments with a wide range of diversity, 3) level of understanding/awareness of the lived experiences of students and their families in urban settings, and 4) ability to implement culturally responsive teaching strategies. Open-ended prompts follow each survey statement to explain their response. This same survey is administered at other points in time along the TPP curriculum.

Preliminary results from the first offering of the foundational course indicate that pre-service teachers self-report that they already have awareness of and have had experience working with diverse populations. However, the open-ended responses reveal a recognition in needing to learn more about the local community and that they have yet to learn specific culturally responsive teaching strategies (which come later in the TPP curriculum). Initial analysis by the authors question whether there is a tendency for responding with perceived social desirability rather than real ability and/or that the survey statements are too general and open to different interpretations. Contextualizing the survey statements to our city, local K-12 public schools, students, and city populations might improve the survey. In addition, focus groups and specific reflection assignments could allow greater insight into the pre-service teacher’s experiences and dispositions as supportive qualitative data. Results from this study will ultimately help inform improvements to the coursework and experiences of the Teacher Prep Program.

Authored by
Dr. Katherine C. Chen (Worcester Polytechnic Institute), Noemi Robertson (Worcester Polytechnic Institute), Theresa Fs Bruckerhoff (Curriculum Research & Evaluation, Inc.), Jillian A DiBonaventura (Worcester Polytechnic Institute), and Thomas Noviello (Worcester Polytechnic Institute)

Teaching calculus to middle school students through a 3D educational video game presents both exciting opportunities and significant challenges. This work-in-progress study examines how middle school students engaged with Variant: Limits (VL), a game designed to introduce advanced mathematical concepts, during a university-sponsored STEM summer camp. Thirty participants played the game daily for a week, supported by researchers, and completed surveys reflecting on their experiences. Additionally, we conducted structured interviews with six of the students. Through the surveys and interviews, we examined students’ experiences and reactions to playing the game. Thematic and sentiment analyses of 181 qualitative data segments revealed key challenges in six key focus areas: Instruction, Quest Design, Controls, Overall VL Opinion, Educational Video Game (EVG) Opinion, and Narrative Design. While students expressed overall enthusiasm for educational video games, frustration with unclear instructions and game navigation tempered their learning experiences. Our findings highlight the need for clearer tutorials and more user-friendly controls to optimize the educational impact of game-based learning tools in K-12 settings. More broadly, this study offers early insights into how complex STEM content could be made more accessible and engaging for younger learners through interactive technologies.

Authored by
Alex Gonce (Texas A&M University), Abigail Tran (Texas A&M University), Advay Bhattacharya (Texas A&M University), Meet Mahesh Gamdha (Texas A&M University), and Dr. Michael S Rugh (Texas A&M University)

Young children face a heightened risk of contracting Lyme disease from ticks, primarily due to a combination of their underdeveloped immune systems and their playful obliviousness to potential bite locations. While it's important to note that children are not the only demographic at risk, educating children about the dangers of ticks presents unique challenges; striking a balance between imparting reasonable caution and avoiding instilling fear in easily impressionable minds is crucial. A message that paints the outside world as too frightening may lead to other issues arising from a counterproductive aversion to outdoor activities.

To address this delicate balance, we have developed a charming multiplayer simulation, based on recent research suggesting that cartoonish theming may reduce fear, aimed at teaching children about the specific areas and animals where ticks are commonly found. This interactive tool serves as an engaging and informative way to impart knowledge about potential risks while cushioning their impact with charming visuals to hopefully prevent overly scary associations. The goal is to foster an understanding of the environment while promoting a healthy sense of caution. Rooted in playful game-based learning and team-based cooperation, the simulation gives teachers a starting point for more specific lessons. The simulation provides a visual and interactive experience designed to capture the attention of young learners, making the educational process enjoyable and hopefully more effective.

Furthermore, to enhance the educational impact, an example lesson (and a framework to develop additional lessons) has been developed which focuses on providing a combination of individual and team based exercises. These lessons are a core feature of our simulation designed to reinforce key concepts about tick-prone areas and animals and challenge students in ways that require them to reflect on their activities. As part of our approach, collaboration with educational partners is being organized to test the efficacy of these materials in real-world educational settings. By combining the allure of the simulation with carefully crafted lessons, we aim to empower children with knowledge that enables them to safely enjoy outdoor activities in tick-prone areas.

Authored by
Joshua Dahl (University of Nevada, Reno), Erik Marsh (University of Nevada, Reno), Landon Wright (University of Idaho), Quinn Joseph Contaldi (University of Nevada, Reno), Daniel Enriquez (Affiliation unknown), Ryan Wagner (Affiliation unknown), Frederick C Harris Jr. (University of Nevada, Reno), and Barrie Dennis Robison (University of Idaho)

This Work in Progress (WIP) paper is part of a larger collaborative mentoring program pairing graduate-level engineering education researchers with high school students. The project investigates the potential of Gen-AI (Generative Artificial Intelligence) as a pedagogical tool for fostering engineering thinking in pre-college engineering education. Specifically, this paper explores nine high school students' perceptions regarding integrating Gen-AI into the ideation phase of engineering design in an engineering design course. In this study, students engaged in two distinct engineering design projects, first without AI assistance and later with AI assistance. After completing each project, students responded to an open-ended questionnaire and reflected on their experiences. The questionnaire responses were analyzed by a team of two high school students and a graduate-level mentor using qualitative thematic analysis. This pairing of two high school students with a graduate student mentor was designed to provide students with hands-on experience in the research process, from data collection, cleanup, analysis, and interpretation. The preliminary findings from the questionnaire showed that students used AI to visualize, research, and brainstorm ideas for their projects. Students identified that AI was helpful in the design of several sustainability features and layout designs. While students commented on several strengths of AI, including speed, convenience, and innovation, they also mentioned being held back by certain drawbacks, such as the shallow and generic nature of the responses. The student responses also exhibited discernment regarding the appropriate usage of AI in context and ethics. Moreover, students mentioned concerns regarding the accuracy of the AI-generated information and how it impacts students' creativity. The findings show that students possess a nuanced understanding of AI, pointing to engagement with these tools outside of class, underscoring the need to incorporate them more thoughtfully into our teaching. Students' reflections offer valuable insights into the role Gen-AI can play in supporting—or potentially hindering—students' engagement in engineering design and the development of their engineering thinking.

Authored by
Syeda Fizza Ali (Texas A&M University), Ayaan Sunil Rege (The Hill School), Susanna Angela Ponniah (The Hill School), Dr. Hoda Ehsan (The Hill School ), and Dr. Saira Anwar (Texas A&M University)

This Work In Progress paper underscores the impact of a 6-week summer internship program for high school upperclassmen on one cohort of participants. The purpose of this study is to explore how participation in the internship program affects students’ STEM career interests. Lent, Brown, and Hackett’s 1994 Social Cognitive Career Theory (SCCT) provides the theoretical framework for this investigation into the different elements of career interest. Kolb’s 1984 experiential learning theory ties SCCT back to the internship experience.
This internship program has supported Career and Technical Education (CTE) students in this district since 2015. In the 2024-2028 state plan, this internship program is part of the primary effort to expand work-based learning opportunities for students. The program is overseen by a supervisory team composed of one engineer and one K-12 educator. Student participants in this CTE program are matched with a host employer after an interview and selection process designed to promote alignment between the student’s skills and interests and the company’s needs.
Once hired, the students work directly with employees to gain first-hand work experience, develop professional skills, and engage in a positive mentoring relationship. The cohort in this study consists of CTE students enrolled in their district’s STEM program of study. Each participant has expressed an interest in engineering specifically, prior to the application process.
In addition to working with their employer on STEM-related projects, students are guided through a research project on a STEM topic of their choosing by two immediate supervisors. These topics must relate to the host employer’s work and have ample current literature to explore. The internship also features cohort-based activities including site visits to museums, workplaces, and learning institutions. Other features include professional development sessions, guest speakers, and a culminating event where the participants present their work and research via scientific posters to a diverse audience.
The study underway employs surveys and semi-structured interviews as the primary data sources for investigating students’ experiences and how they relate to STEM career interests. In addition to the pre-survey, post-survey, and exit interviews, we also collected secondary data from weekly reflection writings from each participant. Quantitative data from each survey will be analyzed using a Wilcoxon signed rank sum test to determine differences between pre- and post-responses. Qualitative data will be coded using reflexive thematic analysis to identify themes and sib-themes of students’ experiences. Currently, the analysis is in the data familiarization stage. Expected results include increased self-efficacy and an emphasis on the importance of an engaged supervisor for developing student’s career interests.

Authored by
Mr. Jabari Wilson (University of Florida), Atayliya Natasha Irving (University of Florida), Kimberly Jacoby Morris (Affiliation unknown), and Dr. Jeremy A. Magruder Waisome (University of Florida)

We present the design of a two-week summer camp that would introduce middle school girls and gender minority students to elements of computer science, electrical engineering, and bioengineering. Our hypothesis is that increased interest in electrical engineering and computer science will result by demonstrating the strong synergy between those disciplines and “helping” disciplines like bioengineering. Our research questions focus on two primary objectives: (1) to what degree does our summer camp impact middle-school girls and gender minority students’ self-efficacy and interest in computer programming, electrical engineering, and bioengineering? and (2) what are the supports and barriers that facilitate or hinder students’ ability and desire to acquire the knowledge, skills and abilities needed to increase their self-efficacy and STEM identity?

In this paper we present the instructional modules and implementation plan for the summer camp. The camp would follow a normal 9-5 schedule with significant community-building activities during the initial days, followed by more content-laden days in which course modules, comprised of a blend of passive and active learning activities, introduce the necessary knowledge and skills. In early modules, participants would learn fundamental elements of Python programming on Raspberry Pi 5 computers and would be introduced to computational thinking and structured code development. Later modules would focus on electronic hardware, medical devices and applications. Teams of 3-4 participants would be formed and the teams would design, build, test, and evaluate a medical device. We will present the design strategy, procedure and results for one example, which is a Pulse Oximeter that would continuously record oxygen levels and activate an audio alarm if the SPO2 level falls below 92%. The final phase of the summer camp would be dedicated to the product showcase of the participants’ creations followed by the program wrap-up, reflection, evaluation, and closing celebration. Finally, we present details of the mixed-methods approach that would utilize surveys and focus groups to obtain qualitative data on the participants’ experiences and their attitudes related to our research questions.

The ultimate goal of our research project is to inform on best practices to develop and deliver instructional materials on bioengineering project-driven design, computational thinking, and programming skills to middle-school girls and gender minority students. It should also inform on the bioengineering applications that are most effective for instilling enthusiasm and interest in electrical engineering and computer science and an appreciation for the value of computational thinking in middle-school girls and gender minority students.

Authored by
Prof. Wesley Lawson (University of Maryland, College Park), Hamza Shaikh (University of Maryland College Park), and Dr. Jennifer Kouo (The Johns Hopkins University)

Pre-college summer programs can provide K-12 students with valuable experiences that reflect the rigorous environment of higher education. Summer programs focused on Science, Technology, Engineering and Mathematics (STEM) allow students to engage with advanced coursework materials at the university level to obtain a better understanding of the STEM field through hands-on practical learning. In addition, summer programs provide a foretaste of university academic life to K-12 students through experiencing instructions at a college campus. In this Work in Progress Study, we present the initial development of a comprehensive pre-college two-week engineering summer program for high school students. The summer program consisted of two main components: project-based learning and student exposure to professional development opportunities.

The experiential learning project was developed and adapted from a lower-division engineering course at a public institution, where students design, build and test an autonomous rover to traverse a course and perform color recognition. The university-level coursework was modified to be suitable for high school students while still emphasizing critical course learning outcomes. Student learning outcomes include developing an understanding of the engineering design process, learning fundamental multidisciplinary technical skills, completing a project in teams, and gaining experience in technical communication. Due to the program being directly adapted from a lower-division experiential learning course, it provided the high school students with a more relevant college coursework-based experience.

In addition, students attended a series of educational and professional development seminars including college preparation, engineering career pathways, research center tours, and demonstrations from members of the university research community and local engineering community. Exposing students to relevant engineering workshops allowed high school students to be motivated and inspired by different learning opportunities and to understand potential applications of their degrees in future careers. We assessed the success of the program implementation through a post-camp survey to all student participants, specifically on student learning outcomes of understanding design and fabrication, as well as the effectiveness of the professional development seminars. Preliminary survey results from the pilot group demonstrated that exposure to the experiential learning project in the program benefited the students’ understanding of engineering, and had a positive impact on their confidence and interest in design and fabrication. Based on the survey results, a path forward is discussed to improve the curriculum for future offerings of the program.

Authored by
Nicholas Choi (University of California, Irvine), Kan Li (University of California, Irvine), Kristin Roher (University of California, Irvine), and Prof. Liang Li Wu (University of California, Irvine)

This work-in-progress aims to produce an open-access digital engineering notebook for pre-college engineering education applications. Grounded in the Standards for Technological and Engineering Literacy, the digital notebook template acts as a tool to provide students with practical and industry-related experience in documenting problem-solving and design processes. As education increasingly shifts toward digital solutions to match what is occurring in various STEM industries, this project explores how digital engineering notebooks compare to physical notebooks and how they can enhance student learning while preparing students for professional environments that rely on digital documentation. The initial phases of this project include observing how technology, engineering, and design education students at a large land-grant university in the southeastern United States utilize digital notebook tools compared to physical notebook tools during design challenges. Data will be gathered through deidentified submissions of digital notebooks and anonymous student feedback to assess the usability, benefits, and challenges of these tools. From there, a template will be constructed for use in pre-college engineering education environments.
Key areas of investigation include how the digital notebooks align with core standards, practices, and contexts of the Standards for Technological and Engineering Literacy, as well as how the digital notebooks support skills critical to both academic success and workforce preparedness. Expected outcomes include insights into best practices for integrating digital engineering notebooks into the classroom and potential recommendations for addressing challenges in their adoption, ultimately supporting educators in fostering technological and engineering literacy through innovative documentation methods.
This presentation will act as an opportunity to preview the open-access engineering notebook template accessible on Google software freely to middle and high schools and other pre-college engineering education environments throughout the United States of America. Discussion during this time will also be targeted toward gaining input on changes to the templates and avenues of distributing the template for pre-college engineering education applications.

Authored by
Dr. Erik Schettig (North Carolina State University at Raleigh) and Marissa Franzen (North Carolina State University at Raleigh)

To achieve pre-college STEM education policy goals, preservice science teachers (PSTs) must understand engineering as a field with specialized disciplinary knowledge, practices, and career paths. PSTs are often unfamiliar with engineering, so related interventions are needed. Similarly, PSTs must be equipped to integrate authentic engineering activities that connect with real-world issues like sustainability. Storytelling about sustainable engineering offers a practical method of introducing PSTs to authentic engineering projects, practices, and careers. This work-in-progress, funded by ASEE’s Engineering for One Planet (EOP) initiative, illustrates the impact of engaging PSTs in reading and reflecting upon a set of “Sustainable Engineering Stories” during science teaching methods courses at two institutions.

During the summer of 2024, the researchers interviewed engineers from various disciplines about projects oriented toward sustainability. From those interviews, we created a set of eight Sustainable Engineering Stories for PSTs enrolled in their elementary science methods courses. During the fall 2024 and spring 2025 semesters, these stories were implemented as part of an intervention to develop PSTs’ knowledge of engineering as an environmentally and socially responsible human endeavor (i.e., aligned with the EOP framework). Before and after the intervention, PSTs were surveyed about their understanding of sustainable engineering and related self-efficacy for teaching about engineering and sustainability.

Throughout the science methods classes, PSTs read and reflected on six Sustainable Engineering Stories in groups and, later on, worked in those groups to develop, present, and individually reflect upon their own Engineering Stories. Data sources for the study were PSTs’ reading reflections and pre- and post-survey responses. Surveys comprised several open-ended and quantitative questions related to sustainable engineering and self-efficacy, and reading reflections consisted of three open-ended questions related to each Sustainable Engineering Story. The researchers analyzed data collaboratively using open coding and descriptive statistics, meeting regularly to collaborate and corroborate these analyses.

Results showed increased self-efficacy and a deepened understanding of sustainable engineering as an environmentally focused and socially responsible human endeavor that hinges upon communication and design under constraints. Implications are discussed for pre-college engineering teaching and learning (e.g., for teacher educators, preservice teachers, and researchers) and show how sustainable engineering may be practically integrated into the elementary science methods curriculum.

Authored by
Dr. Jeffrey D Radloff (SUNY, Cortland)

This study explores the evolving role of Artificial Intelligence (AI) in early childhood education, focusing on Azerbaijan, where its integration is still in its nascent stages. This study evaluates the current knowledge of AI among kindergarten teachers in Azerbaijan, identify the obstacles they face, and their perceptions of AI's role in early learning environments. The study offers practical strategies for introducing basic AI concepts to young children. By addressing these gaps, the research hopes to provide valuable insights into how early education can better equip teachers and children for a future shaped by AI. As AI continues to influence the global educational landscape, fostering awareness and foundational skills from a young age is critical, ensuring children are prepared for the digital future. This research addresses two key questions: 1) What are early childhood teachers' perceptions regarding AI in Azerbaijan? 2) What are the kindergarten teachers' suggestions for incorporating AI tools more effectively in the K-school setting? A qualitative method approach was employed. A systematic sample of 16 teachers from different regions of Azerbaijan was selected for semi-structured interviews. The goal was to explore teachers' familiarity with AI concepts, the challenges they face in integrating AI into their classrooms, and their perspectives on how AI could enhance early learning environments. The findings demonstrated the stakeholders’ and teachers’ perspectives on the challenges and opportunities associated with introducing AI into Azerbaijani kindergartens, helping to develop a more comprehensive framework for AI integration. This allows for developing a comprehensive framework for integrating AI education into Azerbaijani kindergartens, aligning with the country's early childhood education standards. Teachers have lacked a foundational understanding of AI, with the majority perceiving technology as the primary means of introducing AI concepts. However, limited access to tools and AI-related training posed significant challenges. Despite these barriers, there is a growing interest among younger teachers in learning and integrating AI into their teaching practices. The study proposes an appropriate framework that does not rely solely on advanced technology but emphasizes AI literacy through unplugged activities and simple tools. This framework meets existing early childhood education standards in Azerbaijan and is designed to be practical for implementation in under-resourced settings. Theoretically, this study contributes to the literature for early education teachers and provides a foundation for further studies in low-technological environments. The research offers a roadmap for educators and policymakers to enhance AI literacy among kindergarten teachers.

Authored by
Miss Aysel Guliyeva (The Institute of Education of the Republic of Azerbaijan) and Dr. Ibrahim H. Yeter (Nanyang Technological University)