Innovative Learning Environments in STEM Higher Education Opportunities, Challenges, and Looking Forward: A Book Review

DOI:

https://doi.org/10.58421/gehu.v5i5.1439

Authors

  • Siti Hafsah Departement of Mathematics Education, Universitas Jambi
  • Duano Sapta Nusantara Departement of Mathematics Education, Universitas Jambi
  • Da Tien Nguyen Hanoi Metropolitan University, Hanoi
  • Rohati Rohati Departement of Mathematics Education, Universitas Jambi

Keywords:

Book Review, Artificial intelligence, Cross reality, Innovative learning environments, Multimodal learning, STEM Education

Abstract

This study analyses the edited volume Innovative Learning Environments in STEM Higher Education, edited by Jungwoo Ryoo and Katherine Winkelmann (2021), in the context of advancing innovative learning practices in STEM higher education. This article employs a descriptive-critical book review approach to examine the book, focusing on its conceptual contribution, practical relevance, contextual applicability, organisation, and critical limitations. The book consists of several chapters, each discussing different innovations in STEM learning, such as adaptive learning, multimodal learning, cross-reality (XR), and artificial intelligence (AI). The results reveal that the book emphasises a shift from teacher-centred to more student-centred learning by incorporating several innovative strategies, such as adaptive learning, multimodal learning, cross-reality (XR), and artificial intelligence (AI). In addition, the book outlines key implementation challenges, including constraints in infrastructure, institutional preparedness, and educators’ competencies. Nevertheless, the discussion is largely focused on theoretical perspectives rather than practical applications and predominantly reflects experiences from developed countries, thereby limiting its relevance to developing contexts. Overall, the book offers valuable theoretical insights into contemporary trends in innovative learning; however, further empirical and context-specific research is needed to enhance its practical applicability in diverse educational settings.

Downloads

Download data is not yet available.

References

A. Leavy, L. Dick, and E. Stylianou, “The prevalence and use of emerging technologies in STEAM education : A systematic review of the literature,” no. March, pp. 1061–1082, 2023, doi: 10.1111/jcal.12806.

J. Ryoo and K. Winkelmann, Innovative Learning Environments in STEM higher Education.

M. Antonio and R. Vasconcelos, “Enhancing STEM Learning with ChatGPT and Bing Chat as Objects-to-Think-With: A Case Study,” Eurasia J. Math. Sci. Technol. Educ., 2023.

D. Sonntag and O. Bodensiek, “Eye-Tracking-Based Design Of Mixed Reality Learning Environments In STEM,” in INTED2021 Proceedings, 2021, pp. 9519–9524. doi: 10.21125/inted.2021.1990.

M. Asif and Z. Gouqing, “Innovative application of artificial intelligence in a multi ‑ dimensional communication research analysis : a critical review,” Discov. Artif. Intell., 2024, doi: 10.1007/s44163-024-00134-3.

T. Tene, J. A. Marcatoma Tixi, M. de L. Palacios Robalino, M. J. Mendoza Salazar, C. Vacacela Gomez, and S. Bellucci, “Integrating immersive technologies with STEM education: a systematic review,” Front. Educ., vol. 9, 2024, doi: 10.3389/feduc.2024.1410163.

D. T. Nguyen, “Project-Based Learning ( PJBL ) as an Experiential Pedagogical Methodology in Interdisciplinary Education : A Review of the Literature To cite this article : Project-Based Learning ( PJBL ) as an Experiential Pedagogical Methodology in Interdisciplinary E,” 2025.

L. Gutierrez-Bucheli, A. Reid, and G. Kidman, “Scoping reviews: Their development and application in environmental and sustainable education research,” Environ. Educ. Res., vol. 28, no. 5, pp. 645–673, 2022, doi: 10.1080/13504622.2022.2047896.

M. Tight, “Systematic reviews and meta-analyses of higher education research,” Eur. J. High. Educ., vol. 9, no. 2, pp. 133–152, 2019, doi: 10.1080/21568235.2018.1541752.

A. Tlili et al., “What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education,” Smart Learn. Environ., vol. 10, no. 1, 2023, doi: 10.1186/s40561-023-00237-x.

M. Bond, V. I. Marín, C. Dolch, S. Bedenlier, and O. Zawacki-Richter, “Digital transformation in German higher education: student and teacher perceptions and usage of digital media,” Int. J. Educ. Technol. High. Educ., vol. 15, no. 1, pp. 1–20, 2018, doi: 10.1186/s41239-018-0130-1.

L. Wang, “The Impact of Student-Centered Learning on Academic Motivation and Achievement : A Comparative Research between Traditional Instruction and Student-Centered Approach,” vol. 22, pp. 346–353, 2023.

O. A. Khurma and A. Al Darayseh, “A Framework for Incorporating the ‘ Learning How to Learn ’ Approach in Teaching STEM Education,” pp. 1–19, 2023.

D. S. Nusantara, S. B. Herlambang, and F. T. Pasaribu, “Developing PISA-like task using climate change contexts to enhance s tudents ’ statistical literacy,” vol. 11, no. 2, pp. 155–176, 2026, doi: 10.23917/jramathedu.v11i2.15181.

Dita Nur Syaharani, F. T. Pasaribu, Tria Gustiningsi, and Duano Sapta Nusantara, “Pengembangan E-Modul Berbasis Problem Based Learning- Augmented Reality Bermuatan Soal PISA untuk Meningkatkan Kemampuan Penalaran Matematis Siswa SMP,” J. Pendidik. MIPA, vol. 12, no. 1, pp. 1–7, 2022.

B. George and O. Wooden, “Managing the Strategic Transformation of Higher Education through Artificial Intelligence,” 2023.

A. Bozkurt, A. Karadeniz, D. Baneres, A. E. Guerrero-Roldán, and M. E. Rodríguez, “Artificial intelligence and reflections from educational landscape: A review of AI studies in half a century,” Sustain., vol. 13, no. 2, pp. 1–16, 2021, doi: 10.3390/su13020800.

H. Crompton and D. Burke, “Artificial intelligence in higher education: the state of the field Helen,” Int. J. Educ. Technol. High. Educ., vol. 20, no. 1, 2023, doi: 10.1186/s41239-023-00392-8.

N. Rahmayanti, F. T. Pasaribu, T. Gustiningsi, and D. S. Nusantara, “Pengembangan E-Modul Berbasis Science, Technology, Engineering, Matchematics - Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa SMP Novi,” J. Pendidik. MIPA, vol. 15, no. 3, pp. 1–11, 2025.

S. Mystakidis, “Metaverse,” encyclopedia, no. Jahrbuch, pp. 52–55, 2022, doi: 10.2307/jj.28799942.7.

W. Holmes and I. Tuomi, “State of the art and practice in AI in education,” Eur. J. Educ., vol. 57, no. 4, pp. 542–570, 2022, doi: 10.1111/ejed.12533.

V. P. H. Pham and M. H. Truong, “education sciences Teaching Writing in Vietnam ’ s Secondary and High Schools,” Educ. Sci., vol. 11, pp. 1–23, 2021.

Guidance for generative AI in education and research. 2023. doi: 10.54675/ewzm9535.

S. Dhawan, “Online Learning: A Panacea in the Time of COVID-19 Crisis,” J. Educ. Technol. Syst., vol. 49, no. 1, pp. 5–22, 2020, doi: 10.1177/0047239520934018.

M. N. Khreisat, D. Khilani, M. A. Rusho, E. A. Karkkulainen, A. C. Tabuena, and A. D. Uberas, “Ethical Implications Of AI Integration In Educational Decision Making: Systematic Review,” Educ. Adm. Theory Pract., vol. 30, p. 5, 2024.

I. S. Youkilis, “Transforming Language Learning With Emerging Technologies: A Qualitative Study on Extended Reality (XR) and Artificial Intelligence (AI) use in College Language Classes,” Transform. Lang. Learn., vol. 2, no. December, pp. 306–312, 2024.

Downloads

Additional Files

Published

2026-09-12

How to Cite

[1]
S. Hafsah, D. S. Nusantara, D. T. Nguyen, and R. Rohati, “Innovative Learning Environments in STEM Higher Education Opportunities, Challenges, and Looking Forward: A Book Review”, J.Gen.Educ.Humanit., vol. 5, no. 5, pp. 5925–5932, Sep. 2026.

Issue

Vol. 5 No. 5 (2026): October

Section

Articles

License

Copyright (c) 2026 Journal of General Education and Humanities

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.