Building confidence about inclusive teaching through identity-focused professional development

Global STEM education faces challenges in student retention, partly due to learning environments that lack sufficient inclusivity. Existing teaching development programs, though focusing on student-centered practices, may not adequately address inclusive teaching, which requires awareness of student and instructor identities and lived experiences. There is a notable gap in empirical research on how identity-focused professional learning and reflective practice impact instructor confidence in implementing inclusive teaching methods.

Addressing student retention challenges, particularly in STEM fields, is crucial for developing a diverse and skilled workforce. Improving inclusive teaching practices through targeted professional development can enhance educational equity and student success, thereby strengthening the overall talent pipeline and institutional reputation.

Student retention in STEM education remains challenging globally.

Forward consideration, not a verified fact.