Sustaining Engineering Education for Rural Contexts: Implications from a Multi-year Study

Authors

  • Tugba Boz
  • Rebekah Hammack
  • Stephanie Oudghiri
  • Nicholas Lux
  • Paul Gannon

DOI:

https://doi.org/10.3776/tpre.2025.v15n1p158-181

Keywords:

engineering education, elementary education, STEM education

Abstract

We studied how three rural teachers continued to apply locally relevant engineering practices after a five-year nationally funded project ended, despite lacking formal support. Our research aimed to identify key factors that either aided or hindered the ongoing use of these practices in their classrooms. While the initial adoption of the practices was successful, sustaining them without formal support proved challenging. Our findings highlight that administrative support, teacher agency, and resource availability were essential factors. Furthermore, the specific rural contexts of each teacher presented unique obstacles to maintaining the benefits gained during the project. We conclude that achieving sustainable change in engineering teaching practices requires a collaborative approach that considers the differences across school and classroom environments.

Author Biographies

Tugba Boz

Tugba Boz, PhD, is an assistant professor of Instructional Design and Technology at the University of North Dakota. She teaches courses on emerging technologies and instructional design. Her research focuses on computer science and engineering education in rural contexts.

Rebekah Hammack

Rebekah Hammack, PhD, is an assistant professor of Science Education at Purdue University. She teaches a variety of courses on science teaching methods and science education research. Her research centers on rural, place-based K-8 STEM teaching and learning.

Stephanie Oudghiri

Stephanie Oudghiri Scherer, PhD, is a clinical assistant professor of Curriculum Studies and Director for the Center for Rural Research, Education, and Outreach at Purdue University. She is the lead instructor for EDCI 20500 Exploring Teaching As A Career. Her research is centered on rural education, with a particular focus on preparing undergraduate students to teach in rural schools and supporting rural teachers in enhancing instructional quality and student learning.

Nicholas Lux

Nicholas Lux, PhD, is a professor of Curriculum and Instruction at Montana State University. His research interests include technology integration in teacher preparation, K-12 STEM teaching and learning, and new technologies for teaching and learning. His teaching focuses on Educational technology and digital learning in teacher education, STEM, and educational research.

Paul Gannon

Paul E. Gannon, PhD, is a professor of Chemical and Biological Engineering and an associate director of the Montana Engineering Education Research Center at Montana State University. Paul’s research interests include education in rural and reservation communities and inclusive pathways to and through STEM degree programs.

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Published

2025-10-01

How to Cite

Boz, T., Hammack, R., Oudghiri, S., Lux, N., & Gannon, P. (2025). Sustaining Engineering Education for Rural Contexts: Implications from a Multi-year Study. Theory & Practice in Rural Education, 15(1), 158–181. https://doi.org/10.3776/tpre.2025.v15n1p158-181

Issue

Vol. 15 No. 1 (2025): Vol. 15 No. 1 (2025): Theory & Practice in Rural Education

Section

Research Forum

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Copyright (c) 2025 Tugba Boz, Rebekah Hammack, Stephanie Oudghiri, Nicholas Lux, Paul Gannon

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