Empowering Refugee Students Through Engineering Design-Based Learning in STEM Education

Date

2025-10-01

Author

Karahan, Engin

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This chapter examines engineering design-based learning (EDBL) strategies developed specifically for refugee students, addressing their unique challenges, such as cultural adaptation and limited access to resources. The author argues that STEM education, when supported by EDBL, contributes to improved academic achievement, supports social integration, and provides students with essential competencies that they need for participation in the modern workforce. EDBL is introduced as a pedagogical framework that promotes creativity, cooperation, and problem-solving through engagement with real-world contexts. This approach fosters interdisciplinary and culturally responsive learning that affirms the identities of refugee students. Including students’ personal experiences in the curriculum enhances their sense of belonging and empowers them to prepare for both integration into society and future career paths. The chapter presents a lesson plan, designing safe and sustainable shelters, to illustrate how EDBL engages refugee students in authentic learning experiences. Thisactivity, implemented in a fourth-grade classroom, motivated students, fostering positive attitudes and collaboration.The chapter concludes by calling for inclusive and targetededucational interventions that ensure equal access to STEM education for refugee learners, aiming to support their active participation in their communities and beyond.

URI

https://link.springer.com/chapter/10.1007/978-3-032-00741-4_10
https://hdl.handle.net/11511/116265

Collections

Department of Mathematics and Science Education, Book / Book chapter