Journal of Transformative Praxis

Journal of Transformative Praxis, Volume 7, Issue 1, June 2026, -

Publication date: Nov 05, 2026

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STEM is a part of our daily lives, and STEM professionals are essential in this technology-driven era. However, STEM learning in schools is still teacher-centered and lecture-based. Students rely on rote memorization, which limits their ability to generate innovative ideas, solve problems, and think critically. These teaching practices also discourage students’ engagement, shared learning, and inclusive education in STEM. This paper examined how critical pedagogy can help teachers transform classroom dynamics into a space of shared learning with respect. This conceptual paper argued that the implications of critical pedagogy in STEM classrooms empower all students, foster a sense of belonging, and enhance motivation. As a result, no student feels like an outlier and engages in collaborative learning through dialogue and inquiry-based approaches. Teachers need to design lessons focusing on dialogue, collaboration, and reflection. Teacher preparation programs must incorporate critical pedagogy practices in their methods classes to prepare teachers through microteaching. The teacher preparation programs should also collaborate with local school districts to train in-service STEM teachers to apply critical pedagogy in their classes and guide preservice teachers during their internships. The paper concluded with a call for all STEM teachers to apply critical pedagogy in their classrooms to enhance students’ agency and motivations.

Critical pedagogy dialogical approach empowerment interactions and STEM education.

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