DOI: 10.18848/2327-7955/cgp/a351 ISSN: 2327-8749

Development of a STEM-ESD Learning Design for Fostering Teachers’ TPACK

Rifaatul Muthmainnah, Rika Rafikah Agustin, Iyam Maryati, Adhan Efendi
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<p>Integrating education for sustainable development (ESD) into science, technology, engineering, and mathematics (STEM) education requires teachers to mobilize complex, interconnected knowledge domains, yet many teachers struggle to translate sustainability principles into coherent STEM learning designs. This study develops and validates a scaffolded STEM-ESD learning design intended to foster teachers’ technological pedagogical content knowledge (TPACK). Using the fuzzy Delphi method (FDM), the study systematically identified and refined the essential phases and subphases of the learning design through expert consensus. Fifteen experts in STEM education, ESD, and TPACK participated in the validation process. The refined design was subsequently implemented with twenty-five in-service biology teachers in a professional teacher community in Indonesia. The findings revealed a consensus-driven three-phase learning design (Discover, Design, and Diagnose), with each phase comprising structured subphases that explicitly activate teachers’ content, pedagogical, and technological knowledge (TK) in sustainability-oriented STEM contexts. The Fuzzy Delphi analysis revealed a strong level of expert consensus, with all phases and subphases meeting the required acceptance criteria (d ≤ 0.2; α ≥ 0.5), confirming the framework’s conceptual validity and practical feasibility. Implementation results further suggest that the learning design has the potential to foster teachers’ TPACK, with most teachers positioned at the Accepting level (52%), followed by Recognizing (32%) and Adapting (16%), whereas higher levels of TPACK integration were not observed. Overall, these findings suggest that the scaffolded STEM-ESD learning design offers a validated and practical pathway for initiating and strengthening teachers’ TPACK.</p>

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