Inclusive STEAM education in diverse disciplines of sustainable energy and AI
This perspective article explores challenges of traditional education in science, technology, engineering and math (STEM) as it relates to emerging sustainable energy and artificial intelligence development. A special perspective is given for education of underrepresented and minority students in ST...
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| Autores principales: | , , , , , |
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
Elsevier
2022
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/ee9ff0727a8e43aebee071922be64579 |
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| Sumario: | This perspective article explores challenges of traditional education in science, technology, engineering and math (STEM) as it relates to emerging sustainable energy and artificial intelligence development. A special perspective is given for education of underrepresented and minority students in STEM. We discuss the existing issues and suggest that, for an equitable sustainable education in the area of energy, artificial intelligence and sustainable society in general, science and technology knowledge should be acquired in conjunction with humanities and arts, through a multidisciplinary STEM+Art (STEAM) approach and special programming that supports inclusion of diverse professional, socio-economical, racial and gender groups. We underscore that infusing technical training with social sciences, arts, ethics, and business prepares future leaders to creatively participate in solving identifiable barriers towards a sustainable society. Whether these are challenges caused by climate change, social tensions, or systematic inequalities, such holistic and sustainable education has the power to ease complex global crises, empower and dignify all people, as well as interrupt environmental degradation. |
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