ADAPTING GLOBAL STEM PRACTICES IN PAKISTANI HIGHER EDUCATION: BARRIERS, SUPPORTS, AND STRATEGIES

Abstract

Global STEM education reforms emphasize interdisciplinary learning, digital integration, and inquiry-based pedagogy, yet their direct application in developing country contexts remains challenging. This study examines how university faculty in Pakistan adapt global STEM practices to local realities, focusing on the barriers, supports, and strategies shaping this process. Using an Interpretative Phenomenological Analysis (IPA) approach, in-depth interviews were conducted with eight STEM faculty members from diverse disciplines and institutions. The findings reveal persistent barriers, including infrastructure deficits, limited professional development, and policy fragmentation, alongside enabling supports such as institutional leadership, peer collaboration, and external partnerships. Faculty employed three key strategies for adaptation: selective integration of feasible global practices, cultural and contextual alignment of content, and incremental implementation to manage risk and refine approaches. These results underscore that adaptation is not a simple transfer of global models but a negotiated transformation influenced by local constraints and opportunities. The study contributes to the literature on policy borrowing and glocalization in STEM education, offering actionable recommendations for policymakers and higher education leaders to develop globally informed yet locally relevant STEM teaching models in Pakistan.