Principal Investigator: Dr Alessandra Campoli (Open University)
Co-Investigator(s): Dr Prithvi Shrestha (OU), Mr Pallab Shrestha, Ms Melina Tuladhar, and Mr Denjing Tamang (Impact Hub Kathmandu/FabLab Nepal)
Project start and end date: February 2024 – November 2025.
Impact Hub Kathmandu(IHK) | Fablab Nepal is currently working with The Open University on the project ‘STEAM Education Nepal: Strengthening Young Nepali Girls Through Access to STEAM Educational Programmes’. This is a pilot study funded by The Open Societal Challenges (OSC) The Open University (OU) and aimed at promoting STEAM (Science, Technology, Engineering, the Arts, Mathematics) education in Community and Government (community and government) schools in Nepal, with a focus on girls from marginalized families.
In reference to the previous article “STEAM Education Nepal” with context and background study carried out on this project initiation, the project team selected the pilot schools to work with on this project and completed a number of project activities which are reported in this article.
Selection of Schools in the Lalitpur Area
The team gathered data on 40 community and government schools in the Lalitpur area from the Lalitpur Metropolitan Education Bulletin 2079/80. Project facilitators initially strategized to select two girls schools from the Lalitpur area. However, from initial research and multiple conversations with school representatives, most schools are now Co-Ed (with mixed students). Adarsha Kanya Niketan Higher Secondary School (Adarsha) was chosen because it is the only girls-only community and government school in the Lalitpur district. The second school included is Shree Harisiddhi Secondary School (Harisiddhi). This school is particularly relevant to the project’s ethos because it is the only community and government School in Harisiddhi (Lalitpur Metropolitan City Ward No. 28) and the majority of students are girls. Principals Mr. Shailesh Kumar Pradhan (Adarsha) and Mrs. Ashadevi Maharjan (Harisiddhi) from both schools expressed strong enthusiasm for participating in the project, recognizing its potential to provide sustainable solutions for STEAM education by empowering both teachers and students.
Challenges and Pain Points Faced by Teachers and School Leadership
Initial interviews were conducted with the leadership and teachers of both schools to understand the school’s needs, and possible educational and resource gaps about STEAM disciplines. One of the pain points highlighted by the teachers was the lack of resources in the school and the struggle for the school to manage the resources to make them inclusive for all students and to be accessed individually by the students. While the current national curriculum includes activities that apply conceptual knowledge, it remains largely theoretical regarding actual classroom teaching and time management. Teachers have a burden to finish the curriculum within the schedule and have limited time to complete all of the hands-on learning activities.
Another challenge is that students from low-income families often lack parental support at home. With parents busy working throughout the day, children, particularly girls, take on additional household responsibilities, making it difficult for them to focus on their studies at home.
When asked about how girls performed in comparison to boys in technical subjects such as Science, and Mathematics using critical thinking, and problem solving skills, teachers said girls are more motivated to learn, are able to follow instructions, and perform academically as equally as boys. However, when it comes to practical applications, boys readily took more risks. Social and cultural barriers do come into play here since sons are more encouraged to freely play, learn, and explore their environment while daughters are expected to stay home and help with domestic chores.
Development and testing of the STEAM Education ToolKit
The STEAM School Toolkit is carefully designed to provide practical, hands-on resources that align seamlessly with Nepal’s current national curriculum. This toolkit uniquely incorporates elements of Nepal’s rich ethnic culture and festivals, weaving in short stories, artistic connections, and a sense of belonging into every activity. The activities are multidisciplinary. integrating Mathematics, Language Arts, Science, and Technology to promote holistic learning.
The STEAM School Toolkit includes:
– Three student booklets, each featuring activities based on distinct themes and elements of the national curriculum
– One teacher’s guidebook to facilitate effective STEAM sessions
– Three open kit boxes of STEAM activity materials
The STEAM Education toolkit was tested extensively in real classrooms with educators. Teachers were provided with several training sessions to help them understand how to effectively implement the toolkit in their classrooms. Each session included plenty of hands-on activities and was followed with reflective questions. The main objective of these questions was to promote a reflective learning cycle through which the learning and understanding of the concept are acquired more effectively. The feedback played a crucial role in shaping the final design and refining the activities to make them more engaging, practical, and impactful for students. This also helped assess whether the activities are suitable for students and whether any adjustments are needed such as adding or removing certain elements to enhance the toolkit’s effectiveness and ensure they meet classroom needs.
Teacher Training Session on the Pedagogical Role of the Arts/Creativity in STEAM Pedagogy through Kite Building Activity
Teacher training sessions on the Pedagogical Role of the Arts/Creativity in STEAM pedagogy through Kite building activity were held in September – November 2024. Pallab Shrestha, Tech Lead, introduced the participants to the principles of STEAM pedagogy and engaged in a hands-on kite-building activity, demonstrating how these concepts can be applied in classrooms. The participants were divided into groups to work together to build a real-life Kite using the materials from the “Open STEAM kit box”. Design limitations were given for the right measurements and shape. The participants reflected and shared their experiences on how the activities would help students learn design thinking, mathematical foundational concepts, instructional writing, and team collaboration. The participants connected STEAM pedagogy and education with the current national basic education curriculum’s learning outcomes.
Group discussion and presentation session
Moving forward with the second part of the kite-building activity, Melina Tuladhar, Assistant Technical Officer emphasized the importance of connecting two essential elements—culturally responsive pedagogy and fostering a sense of belonging, building community, and cultivating inclusivity. Educators learned how to integrate these elements into their teaching practices using storytelling tools, helping students connect more deeply with STEAM subjects. Integrating cultural pedagogy helps students relate to and retain complex concepts using familiar contexts. The fact that the storytelling session was so successful and captivating was one of the participant’s main observations. Students will be able to relate to the story and develop empathy by visualizing themselves in the storyteller’s shoes.
In the final session of the kite-building activity, Denjing Tamang, Technical Assistant, highlighted the significance of art in the creative learning process. Educators were encouraged to decorate their kites in a way that reflected their identity, cultural background, or individual story. These kites had been constructed during the first session of the activity. While the original lesson plan developed by the OSC team emphasized decoration as the primary focus, the session evolved during its implementation. The educators incorporated a musical harmonium session, accompanied by singing, along with the decoration process, making the session vibrant and engaging. This hands-on, educator-led approach fostered an environment of cooperative learning, inspiring participants to think creatively and explore cultural themes. A key takeaway from the activity was how it motivated educators to collaborate and engage in a deeper exploration of cultural expression through art.
Teacher Training Session: Enhancing STEAM Pedagogy by Integrating Critical Thinking, Creativity, Mathematical concepts, and Communication skills through ‘Haat’ Bazaar Activity
Teacher training sessions on enhancing STEAM pedagogy by integrating critical thinking, creativity, mathematical concepts, and communication skills through the ‘Haat’ Bazaar activity were held in December 2024. This session was facilitated by the OSC STEAM Education Nepal Team. This activity presented the local and cultural essence of traditional Haat Bazaars, connecting education with real-world experiences rooted in Nepali heritage. In the Haat Bazaar activity session, the participating teachers explored strategies to practice real-life skills in entrepreneurship, communication, and creativity among students using methods such as role-play, active learning through experience, business communication, and visual communication.
In the ‘Haat Bazaar’ Activity, participants were divided into groups and engaged in interactive games to simulate a real-life marketplace experience. Each group received custom-designed coins, created using laser printing technology at IHK Fablab Nepal, to facilitate transactions during the session. The group members also decorated their stalls to promote the goods being sold. The groups were then split into ‘Sellers’ and ‘Buyers,’ each tasked with mini-goals such as profit-making, and bargaining to achieve within the session.
What made this activity stand out was how something that seemed so simple at first turned out to be a rich learning experience. Participants shared how the ‘Haat Bazaar’ helped students develop essential life skills. It encouraged quick mental math to manage transactions, creatively design promotional flyers, build confidence in communication, and master the art of marketing and relationship building –all essentials for fostering creativity and business awareness in a STEAM-focused educational setting.
Moving forward Next steps
For the next steps of the project, the third activity of the STEAM Toolkit will be distinguished by its teacher-led nature, where educators themselves would generate ideas and strategies. This shift towards a teacher-driven approach encourages educators to take ownership and responsibility in creating activities that reflect their teaching goals and the needs of their students. By fostering this autonomy, the STEAM Education Nepal team aims to enhance creativity, professional agency, and collaboration among educators, allowing them to actively contribute to the development of the curriculum and enrich the learning experience.
The STEAM toolkits and resources will be handed over to schools, and a certification ceremony for teachers is scheduled for May 2025. Furthermore, an evaluation study will be conducted to assess how teachers implement the training and activities within their classrooms. This study will provide critical insights into the effectiveness of the training, identifying both strengths and areas for improvement. By gathering feedback from educators actively using the toolkit, we will gain a deeper understanding of how the activities are adapted to diverse classroom environments and teaching methodologies. This ongoing evaluation will ensure that the toolkit evolves into a dynamic resource, continuously refined based on real-world teaching experiences. Ultimately, this approach will enhance the toolkit’s relevance and effectiveness, ensuring it continues to support educators and enrich the student learning experience.
Teachers experienced significant impacts from incorporating culturally relevant activities into STEAM education. One teacher noted that using local cultural elements helped students grasp complex topics more easily. Integrating traditional Kite building activities into mathematical geometry lessons clarified mathematical patterns, while building and decorating scaled models of different shapes of Kite brought geometry to life. Another teacher observed that role-playing in a ‘Haat Bazaar’ activity enhanced students’ mental math, negotiation, and communication skills. These hands-on, culturally rooted approaches fostered deeper learning and stronger connections to students’ lives.
