BRIDGING THE RESEARCH-PRACTICE GAP IN STEM EDUCATION

A COLLABORATIVE FRAMEWORK FOR SUSTAINABLE CLASSROOM INNOVATION

Authors

  • O. M. Chima Department of Mechanical Engineering, Michael Okpara University of Agriculture Umudike, Umudike, Nigeria
  • O. F. Uzor Department of Integrated Science, Federal College of Education Technical Umunze
  • K. C. Chinwendu Department of Mechanical Engineering, Michael Okpara University of Agriculture Umudike, Umudike, Nigeria

Keywords:

Research-Practice Gap, STEM Education, Teacher Professional Development, Educational Policy, Knowledge Translation, Innovation

Abstract

The gap between scientific research in STEM (Science, Technology, Engineering, and Mathematics) and classroom practice remains one of the most persistent barriers to educational advancement and national development. Although research institutions continuously generate evidence-based pedagogies, their translation to everyday teaching is often slow or inconsistent. This paper examines the systemic and practical barriers that widen the research-practice divide and presents a collaborative, multi-tiered framework built on co-creation, embedded professional learning, and systemic support. The goal is to reposition teachers, researchers, and policymakers as interconnected partners in sustained classroom innovation. The framework provides a structural pathway for more efficient knowledge translation, improved student outcomes, and stronger national capacity for STEM-driven development.

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Published

2026-04-29

Issue

Vol. 6 No. 2 (2026): STEM JOURNAL OF ANAMBRA STATE

Section

Articles