Rebuilding Education—Contributions to STEM Education Practices and Research during the Post-COVID-19 Era

Abstract

COVID-19 resulted in an unprecedented transformation in the context of learning and teaching, wherein a significant shift in the different realms of educational attainment was observed [1]. This Special Issue in Sustainability, titled “Rebuilding Education—Contributions to STEM education practices and Research during the post-COVID-19 Era”, comprises 12 contributions. These contributions demonstrate the diverse approaches adopted in different developing and developed countries to remediate the analogous challenges, which prompt us to explore the variant underlying factors. Delving into the uncertainties posed by integrated teaching practices, specifically across STEM education, it was observed that the teaching community faced diverse challenges in both learning areas and improving learners’ cognitive behavior [2]. Gaining clarity to nullify inherent uncertainties is quintessential when dissecting the teaching and learning processes.