Proceedings of The Focus Conference (TFC 2025)

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Reconceptualising Learning Theories for Inclusive STEM Pedagogy in Higher Education

Authors
Bibin Mohan George1, *, Themba Mngomeni Mthethwa2
1Mangosuthu University of Technology, Teaching and Learning Development Center, Durban, South Africa
2Mangosuthu University of Technology, Teaching and Learning Development Center, Durban, South Africa
*Corresponding author. Email: bibin@mut.ac.za
Corresponding Author
Bibin Mohan George
Available Online 29 December 2025.
DOI
10.2991/978-2-38476-521-8_3How to use a DOI?
Keywords
STEM pedagogy; conceptual methodology; learning theories; Connectivism; Universal Design for Learning; Multimodal Learning Theory; higher education; digital learning
Abstract

This conceptual paper re-examines contemporary learning theories to propose an integrative framework for understanding and enhancing STEM pedagogy in higher education. Moving beyond a systematic review approach, the study adopts a conceptual methodology design to synthesize insights from Constructivism, Universal Design for Learning (UDL), Multimodal Learning Theory (MMT), and Connectivism. These complementary perspectives provide a multidimensional lens for reinterpreting how knowledge is constructed, represented, and shared in increasingly technology-mediated learning environments. The paper argues that the evolution of learning theories from transmission-based models to networked and participatory paradigms necessitate a more fluid and contextual understanding of teaching and learning in STEM disciplines. Connectivism extends traditional theories by foregrounding digital connectivity, collaborative knowledge creation, and learner agency in online and blended settings. By integrating these frameworks, the paper develops a conceptual model for inclusive and adaptive STEM pedagogy that emphasizes accessibility, multimodality, and technological engagement. The study concludes by identifying implications for curriculum design, instructional practice, and faculty development in diverse higher education contexts.

Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of The Focus Conference (TFC 2025)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
29 December 2025
ISBN
978-2-38476-521-8
ISSN
2352-5398
DOI
10.2991/978-2-38476-521-8_3How to use a DOI?
Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Bibin Mohan George
AU  - Themba Mngomeni Mthethwa
PY  - 2025
DA  - 2025/12/29
TI  - Reconceptualising Learning Theories for Inclusive STEM Pedagogy in Higher Education
BT  - Proceedings of The Focus Conference (TFC 2025)
PB  - Atlantis Press
SP  - 19
EP  - 32
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-521-8_3
DO  - 10.2991/978-2-38476-521-8_3
ID  - George2025
ER  -