2026 ASEE Annual Conference & Exposition

Empowering Indigenous Futures by Blending Virtual Environments and Hands-on STEM for Meaningful Learning in Middle School Classrooms in the Navajo Nation (RTP)

Presented at Pre-College Engineering Education Division (PCEE) Technical Session 10: Community-Centered and Culturally Responsive STEM Learning

This study investigates the impact of a culturally situated, hybrid immersive learning curriculum designed to strengthen STEM engagement among Diné (Navajo) middle school students. The project integrates virtual 3D environments with hands-on engineering design activities, co-developed with Diné community members to reflect Traditional Ecological Knowledge (TEK), cultural history, and community goals. During the 2024–2025 academic year, an Energy Futures curriculum unit was piloted across four Navajo Nation schools with over 100 students and six teachers. The curriculum alternated between virtual simulations—depicting historic, coal, and solar energy contexts—and hands-on engineering projects addressing energy and water issues. Preliminary analysis of teacher interviews and student feedback indicates that the curriculum increased engagement, motivation, and cultural relevance in STEM learning. Teachers reported that students demonstrated strong identification with the virtual characters and settings, enhancing comprehension of scientific and engineering concepts through familiar cultural narratives. The professional development model also empowered participating teachers to implement and adapt the curriculum independently. Findings include that teachers experience teaching the curriculum as strengthening cultural identity and community connection, enhancing student engagement and critical thinking through experiential inquiry-based learning, encouraging pedagogical shifts toward student-centered and reflective practices, technologically challenging, and providing instructional scaffolding that deepens conceptual and comprehensive STEM understanding. Additional findings include that students experienced the curriculum as supporting identity development and empowerment, providing meaningful cultural engagement, learning through challenge, resilience, and support, and learning in interconnected and complementary ways. Future research will extend these findings by analyzing quantitative learning gains and expanding the model to additional schools and topics such as water sustainability. This project contributes to the growing evidence that culturally responsive, immersive education can effectively bridge community knowledge systems and modern STEM education, promoting both academic achievement and tribal sovereignty.

Authors

Dr. Shawn S. Jordan http://orcid.org/0000-0002-1639-779X Arizona State University [biography]

Shawn Jordan, PhD is the Interim Director of the School of Integrated Engineering and an Associate Professor of Engineering in the Ira A. Fulton Schools of Engineering at Arizona State University. He collaborates with communities to conduct use-inspired research fusing STEM with arts and cultures to create novel products, experiences, and outcomes that meet societal needs. He teaches context-centered electrical engineering and embedded systems design courses, and studies the use of context and storytelling in both K-12 and undergraduate engineering design education.
Shari J Metcalf [biography]

Shari J. Metcalf, PhD is a researcher at the Harvard Graduate School of Education, and at the Wisconsin Center for Education Research at the University of Wisconsin - Madison. Her research focuses on games, simulations, and other innovative technologies for K-12 STEM education, supporting student learning through engagement in meaningful, situated activities with rich contexts and authentic practices.
Ieshya Anderson Arizona State University [biography]

IESHYA ANDERSON, Ph.D. is Naakétł’áhí (Tohono O’odham), born for Tł’ááshchí’í (Red Bottom People) from Doo' Alk'aii (Upper Fruitland, NM). Dr. Anderson’s research at Arizona State University focuses on designing culturally responsive K-12 engineering curricula. In addition to research, Dr. Anderson serves as a facilitator and instructor with ASU’s STEAM Labs Center for K-12 Research and Engagement, supporting middle and high school outreach programs at Arizona State University and across the Navajo Nation.
Dorthea Litson [biography]

Dorthea Litson (Diné) is an Education Specialist for the Office of Diné School Improvement in the Navajo Nation Department of Diné Education. She is working toward a doctorate in Leadership and Innovation at Arizona State University.
Zane Reynolds Arizona State University, Polytechnic Campus [biography]

Zane Reynolds is a Ph.D. student in Engineering Education Systems & Design at Arizona State University within the Ira A. Fulton Schools of Engineering. He designs and develops hands-on STEM curricula for K–12 students that support engagement and deeper learning in engineering concepts. His research examines how college students transfer engineering knowledge and human-centered design into real-world and industry settings.

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