Beyond the chalkboard: Reimagining science and maths education

The COVID-19 pandemic prompted a radical shift in education, transitioning classrooms into virtual spaces. As students returned to in-person learning, educators grappled with the challenge of balancing traditional teaching methods with modern, technology-driven approaches. This shift sparked important conversations on different learning styles and emphasised the need for more inclusive classrooms.

At Azim Premji University, we are committed to student centred learning and have adopted pedagogical paradigms that support active engagement. Three years post-pandemic, we conducted a university-wide survey to assess the pedagogical practices among science and maths faculty across our Bengaluru and Bhopal campuses. 

Depicting the student body

While the student body is relatively homogeneous in terms of age and neurodiversity, our survey suggested significant differences where language, economic background, and social factors play crucial roles in shaping student diversity within Science, Technology, Engineering, and Mathematics (STEM) classrooms. The findings suggest that a critical comparison between rote learning and lecture-heavy approaches versus student-centric pedagogy, which addresses the needs of diverse learners, is both necessary and inevitable.

For instance, many students come with varying levels of understanding in foundational subjects, particularly in science and mathematics. This diversity, when harnessed effectively, can actually enrich classroom interactions. Faculty at Azim Premji University shared various strategies to address these challenges, with group work emerging as a particularly effective tool. By forming groups that reflect classroom diversity — whether based on socioeconomic background, gender, or academic ability — faculty ensured that students learned from each other’s experiences and strengths. This approach is echoed in a quote from a Physics faculty, 

In my electricity and magnetism course, the end-term group projects have worked well in helping students learn to apply (sic) the theoretical concepts.

They also identified promising solutions that leverage diversity itself including in-class activities, field plots, debates, and experiments. Faculty members emphasised the importance of creating heterogeneous groups that reflect the classroom’s diversity, not only in terms of socioeconomic background and gender but also in scientific knowledge and abilities.

One faculty member commented, ​“I’ve tried to ​‘engineer’ the groups a bit to be socioeconomically diverse, gender-balanced, and mixed students of varying mathematical knowledge/​ability.” In finding ways to promote deeper understanding, another faculty states, 

Sometimes if the class is very diverse, people bring in examples from their own local habitats and ecology, and that also helps immensely to appreciate diversity.

Innovative pedagogical tools

The survey highlighted various active learning strategies that instructors found effective. These methods moved beyond traditional lectures and included:

1. Group work: Faculty structured group activities to reflect diversity and foster collaboration. Whether in the lab or field, group projects helped students apply concepts to real-world scenarios, enhancing understanding through practical experience.
2. Multimedia resources: Educational videos, podcasts, and reading materials catered to different learning styles, making lessons more engaging.
3. Asynchronous learning: Encouraging students to engage with materials before class — like popular science articles or lab journals — helped deepen their comprehension.
4. Think-pair-share: This method encouraged students to reflect individually, discuss with a partner, and then share insights with the class, promoting a deeper engagement with the subject matter.

Language barriers and building relationships beyond the classroom

One of the key characteristics influencing student diversity in STEM classrooms at Azim Premji University was language, followed by economic and social backgrounds. Language differences were among the more challenging aspects of classroom diversity. University instructors addressed this by offering translated texts and encouraging students to express their ideas in their native languages. This inclusive approach enabled students to engage more fully, without being limited by language proficiency. For instance, one successful exercise involved students creating educational videos in Indian languages, which was well received. 

Another key strategy is the emphasis on building strong relationships between instructors and students. Faculty members made efforts to connect with students both inside and outside the classroom. They held one-on-one conversations with struggling students and offered personalised support to ensure that every student had the chance to succeed.

Incorporating neurodivergent students

Inclusion at Azim Premji University goes beyond linguistic and socioeconomic diversity. Approximately 4% of the university’s science students have attention-deficit/hyperactivity disorder (ADHD), learning disabilities, or are on the autism spectrum. Accommodations for these students include tools like text-to-speech software for those with dyslexia and providing powerpoint slides in advance. Faculty also hold one-on-one meetings with neurodivergent students before the semester begins to better understand their individual challenges and adjust teaching methods accordingly.

Assessments are another area where faculty adopt flexible strategies to accommodate diverse needs. For example, neurodivergent students are allowed to take tests in distraction-free environments, with the option to ask real-time questions. This approach reduces anxiety and ensures assessments remain fair without compromising learning outcomes.

Lessons for the future

The experience of our faculty members highlights the importance of adaptability in teaching. The pandemic has shown that effective education requires a balance of traditional methods and innovative strategies that are tailored to the needs of a diverse student body. By embracing student-centric, inclusive teaching practices, Azim Premji University is paving the way for a more engaging and equitable learning environment.

As educators continue to navigate this post-pandemic landscape, the lessons from this survey provide valuable insights into how diversity, inclusivity, and technology can be integrated to create more meaningful educational experiences.