Illuminating diversity in STEM: Integrating the cultural meaning of the sun through culturally responsive pedagogies

Mustafa Şahin Bülbül

doi:10.14527/edure.2025.04

Authors

Mustafa Şahin Bülbül Kafkas University Author https://orcid.org/0000-0003-1524-6575

DOI:

https://doi.org/10.14527/edure.2025.04

Keywords:

STEM Education, Culturally sustaining pedagogy, Rightful presence, Solar ovens

Abstract

This article examines how embedding the Sun’s cultural and historical meanings within STEM education fosters more inclusive and engaging learning. Grounded in Culturally Sustaining Pedagogy and Rightful Presence, it challenges the notion of science as culturally neutral by valuing students’ lived experiences, traditions, and worldviews. A hands-on solar‐oven design activity illustrates this approach: students leverage scientific principles alongside family stories, local practices, and community wisdom about the Sun’s role in cooking and energy. Their proposals—for drying staple foods, repurposing everyday materials, or experimenting with novel designs—demonstrate how cultural assets fuel creativity and ownership. Thematic analysis of design artifacts and discussions revealed that when curricula honor diverse backgrounds, students shift from passive observers to active co-creators of knowledge. To sustain this shift, the authors call for systemic reforms in curriculum development, assessment, teacher training, and policy, ensuring that educational frameworks recognize and integrate students’ cultural resources. By positioning learners as rightful participants, this culturally responsive model promotes deeper engagement, a stronger sense of belonging, and critical problem-solving skills, ultimately enriching both STEM education and innovation.

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