2026 ASEE Annual Conference & Exposition

The underrepresentation of Black students in STEM education remains a persistent challenge despite global efforts to promote participation and equity. In Sub-Saharan Africa (SSA), this issue is compounded by many STEM teachers’ limited digital literacy, which constrains their ability to design technology-enhanced, student-centered lessons. However, it is important to note that the possession of technological skills alone will not necessarily promote inclusive learning outcomes. In order to achieve inclusive learning, the integration of technology in learning must be informed by Culturally Sustainable Pedagogy (CSP), in which technology is seen not only as a tool but as a resource designed to validate the cultural identities of learners. This study presents an overview and evaluation of a professional development program designed to train thirteen (13) K-12 STEM teachers in SSA for dual integration of digital tools and CSP. The program consisted of an initial one-month intensive training in digital tools followed by a three-day CSP-focused workshop, emphasizing asset-based perspectives and culturally grounded instruction. Teachers explored CSP principles, including culturally inclusive teaching, use of cultural signposts, leveraging students’ digital and social knowledge, and sustaining professional growth. A qualitative evaluation design using post-training questionnaires was employed to evaluate program impact. Braun and Clarke’s six-phase thematic analysis revealed increase in participants’ perception of their digital competence, confidence, ethical technology use, to include artificial intelligence tools, and CSP application. Teachers reported moving from limited or hesitant technology adoption to intentional, inclusive STEM teaching.