STEM, Health & Professional Education

 

The STEM, Health & Professional Education section of IRELS publishes research that examines teaching, learning, and curriculum issues in science, technology, engineering, mathematics, health professions, and other professional education fields.

This section focuses on analytically rigorous and empirically grounded studies that explore how learners acquire disciplinary knowledge, professional competencies, and practical skills in formal and applied educational settings. Submissions are expected to engage with relevant disciplinary theories, educational frameworks, and research methodologies.

Scope of the Section

The section welcomes research on topics including, but not limited to:

  • ▪ STEM Education: Teaching and learning in science, technology, engineering, and mathematics.
  • ▪ Health Professions Education: Including medical, nursing, and allied health education.
  • ▪ Professional & Vocational education and training (VET).
  • ▪ Curriculum Design & Assessment in professional education contexts.
  • ▪ Experiential Learning: Work-integrated learning (WIL) and clinical education.
  • ▪ Faculty Development and professional learning in applied disciplines.

Types of Contributions

  • Empirical studies using quantitative, qualitative, or mixed research designs
  • Design-based and practice-informed research with strong analytical framing
  • Systematic reviews and theoretically grounded analyses
Exclusions

Please note: Descriptive reports of training programs or instructional activities without a clear research focus are not considered for this section.

Editorial Oversight

Manuscripts submitted to this section are handled by the designated Section Editor, who coordinates the peer review process and ensures that accepted articles meet the academic standards of IRELS and the specific aims of the STEM, Health & Professional Education section.