This dissertation examines the transformative potential of integrated STEM (Science, Technology, Engineering, and Mathematics) education as a catalyst for sustainable development in the West Bank, Palestine, amid the constraints of Israeli occupation. It explores how structural barriers—including restricted movement, inadequate infrastructure, limited resources, gender disparities, and sociopolitical instability—undermine access to quality education and impede efforts to build a knowledge-based society. Employing a qualitative research design, the study draws on interviews with college professors and NGO professionals to investigate how integrated STEM education can foster critical thinking, innovation, and problem-solving skills that address pressing local challenges such as water scarcity, renewable energy, and economic resilience. Findings reveal that integrated STEM education plays a pivotal role in empowering Palestinian students, enhancing workforce readiness, and advancing national sustainable development goals. However, its implementation faces significant challenges, including outdated curricula, limited technological infrastructure, insufficient teacher training, and persistent gender inequalities. Participants emphasized the urgent need for comprehensive policy reforms, localized curriculum development, sustained teacher professionalization, and strategic international partnerships to overcome these barriers. The study further highlights how STEM education can strengthen cultural identity, promote social cohesion, and build institutional resilience in contexts of political instability. By situating STEM education at the intersection of governance, sustainability, and social justice, this dissertation contributes to scholarly discourse on education in conflict-affected regions and offers actionable recommendations for policymakers, educators, and NGOs. It argues that investing in integrated STEM education is not only a pathway to sustainable development but also a means of strengthening Palestinian agency and resilience under occupation.
","abstract_html":"<p>This dissertation examines the transformative potential of integrated STEM (Science, Technology, Engineering, and Mathematics) education as a catalyst for sustainable development in the West Bank, Palestine, amid the constraints of Israeli occupation. It explores how structural barriers—including restricted movement, inadequate infrastructure, limited resources, gender disparities, and sociopolitical instability—undermine access to quality education and impede efforts to build a knowledge-based society. Employing a qualitative research design, the study draws on interviews with college professors and NGO professionals to investigate how integrated STEM education can foster critical thinking, innovation, and problem-solving skills that address pressing local challenges such as water scarcity, renewable energy, and economic resilience. Findings reveal that integrated STEM education plays a pivotal role in empowering Palestinian students, enhancing workforce readiness, and advancing national sustainable development goals. However, its implementation faces significant challenges, including outdated curricula, limited technological infrastructure, insufficient teacher training, and persistent gender inequalities. Participants emphasized the urgent need for comprehensive policy reforms, localized curriculum development, sustained teacher professionalization, and strategic international partnerships to overcome these barriers. The study further highlights how STEM education can strengthen cultural identity, promote social cohesion, and build institutional resilience in contexts of political instability. By situating STEM education at the intersection of governance, sustainability, and social justice, this dissertation contributes to scholarly discourse on education in conflict-affected regions and offers actionable recommendations for policymakers, educators, and NGOs. It argues that investing in integrated STEM education is not only a pathway to sustainable development but also a means of strengthening Palestinian agency and resilience under occupation.</p>","abstract_has_math":false,"creators":["Rashed, Amir"],"institution":null,"degree_name":"Political Science, PhD","degree_level":"Open Access Dissertation","degree_discipline":"School of Social Science, Politics, and Evaluation","degree_department":null,"school":null,"contributors":["David Drew","Tanu Kumar"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-01T08:00:00Z","date_published":"2025-01-01T08:00:00Z","updated_at":"2026-07-24T01:41:17Z","subjects":["Sociopolitical instability","STEM education","Social justice","Political Science"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/1064","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["David Drew","Tanu Kumar"]},{"key":"dc:creator","label":"Author","values":["Rashed, Amir"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-05-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Social Science, Politics, and Evaluation"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Political Science, PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Sociopolitical instability","STEM education","Social justice","Political Science"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/1064"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation examines the transformative potential of integrated STEM (Science, Technology, Engineering, and Mathematics) education as a catalyst for sustainable development in the West Bank, Palestine, amid the constraints of Israeli occupation. It explores how structural barriers—including restricted movement, inadequate infrastructure, limited resources, gender disparities, and sociopolitical instability—undermine access to quality education and impede efforts to build a knowledge-based society. Employing a qualitative research design, the study draws on interviews with college professors and NGO professionals to investigate how integrated STEM education can foster critical thinking, innovation, and problem-solving skills that address pressing local challenges such as water scarcity, renewable energy, and economic resilience. Findings reveal that integrated STEM education plays a pivotal role in empowering Palestinian students, enhancing workforce readiness, and advancing national sustainable development goals. However, its implementation faces significant challenges, including outdated curricula, limited technological infrastructure, insufficient teacher training, and persistent gender inequalities. Participants emphasized the urgent need for comprehensive policy reforms, localized curriculum development, sustained teacher professionalization, and strategic international partnerships to overcome these barriers. The study further highlights how STEM education can strengthen cultural identity, promote social cohesion, and build institutional resilience in contexts of political instability. By situating STEM education at the intersection of governance, sustainability, and social justice, this dissertation contributes to scholarly discourse on education in conflict-affected regions and offers actionable recommendations for policymakers, educators, and NGOs. It argues that investing in integrated STEM education is not only a pathway to sustainable development but also a means of strengthening Palestinian agency and resilience under occupation.
"]},{"key":"dc:title","label":"Title","values":["Bridging Science and Sustainability: Palestinians’ Perspective on Examining the Role of STEM Education in the West Bank’s Development"]}]}],"canonical_facts":{"dc:contributor":["David Drew","Tanu Kumar"],"dc:creator":["Rashed, Amir"],"dc:date.available":["2026-05-11T07:00:00Z"],"dc:description.abstract":["This dissertation examines the transformative potential of integrated STEM (Science, Technology, Engineering, and Mathematics) education as a catalyst for sustainable development in the West Bank, Palestine, amid the constraints of Israeli occupation. It explores how structural barriers—including restricted movement, inadequate infrastructure, limited resources, gender disparities, and sociopolitical instability—undermine access to quality education and impede efforts to build a knowledge-based society. Employing a qualitative research design, the study draws on interviews with college professors and NGO professionals to investigate how integrated STEM education can foster critical thinking, innovation, and problem-solving skills that address pressing local challenges such as water scarcity, renewable energy, and economic resilience. Findings reveal that integrated STEM education plays a pivotal role in empowering Palestinian students, enhancing workforce readiness, and advancing national sustainable development goals. However, its implementation faces significant challenges, including outdated curricula, limited technological infrastructure, insufficient teacher training, and persistent gender inequalities. Participants emphasized the urgent need for comprehensive policy reforms, localized curriculum development, sustained teacher professionalization, and strategic international partnerships to overcome these barriers. The study further highlights how STEM education can strengthen cultural identity, promote social cohesion, and build institutional resilience in contexts of political instability. By situating STEM education at the intersection of governance, sustainability, and social justice, this dissertation contributes to scholarly discourse on education in conflict-affected regions and offers actionable recommendations for policymakers, educators, and NGOs. It argues that investing in integrated STEM education is not only a pathway to sustainable development but also a means of strengthening Palestinian agency and resilience under occupation.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/1064"],"dc:subject":["Sociopolitical instability","STEM education","Social justice","Political Science"],"dc:title":["Bridging Science and Sustainability: Palestinians’ Perspective on Examining the Role of STEM Education in the West Bank’s Development"],"thesis:degree_discipline":["School of Social Science, Politics, and Evaluation"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Political Science, PhD"]},"updated_at":"2026-07-24T01:41:17Z"}