An Embodied Digital Approach to Equitable Astronomy Education in Underserved Schools

Equitable science education not only requires access to schooling but also to the cultural tools and pedagogies through which contemporary science is practised. Astronomy is a revealing case because it demands complex visuospatial reasoning and is often taught through static textbook diagrams, particularly in resource-constrained settings. This study examines whether an integrated embodied digital astronomy module can broaden Grade 9 students’ epistemic access in such settings. The module combined whole-body role plays, guided gestures, low-cost physical models, workbooks for student-generated diagrams, and carefully designed Hindi-medium simulations and games focused on the solar system and the Earth–Moon–Sun system. A quasi-experimental design was implemented in 14 rural Hindi-medium government schools in Rajasthan, with seven schools (169 students) using the module and seven schools (118 students) continuing with regular chalk-and-talk instruction. Pre- and post-tests assessed astronomy content knowledge, with an emphasis on visuospatial items, as well as attitudes and beliefs. Average scores of students from intervention schools increased from 33% to 47%, while those for students from non-intervention schools showed minimal gains (from 32.07% to 32.98%). The difference in gain scores for intervention schools was statistically significant. Improvements were strongest on spatial and explanatory items aligned with the embodied digital activities, and in the interventions students reported slightly more positive attitudes toward science and astronomy. Deeply held astrological beliefs showed little change over the short intervention. Classroom observations indicated a shift in intervention lessons from teacher-dominated recitation toward role plays, student diagrams, and interactive discussions around simulations, while non-intervention classrooms remained textbook-driven. The findings suggest that coordinated embodied digital pedagogy, designed for resource-constrained settings, can enhance both learning and participation in astronomy education. By providing access to interactive visualizations and collaborative activities traditionally unavailable in such contexts, the module offers a practical strategy for broadening epistemic access and addressing educational inequity, with potential applicability beyond the specific setting of this study.