Enhancing STEM Education in Rural Schools through Play Activities: A Scoping Review

Abstract

Rural schools face unique challenges in providing high-quality Science, Technology, Engineering, and Mathematics (STEM) education due to limited resources, geographical isolation, and often a lack of access to specialised teachers. To engage children and enhance learning results in such contexts, educators and researchers frequently turn to creative strategies like play activities. This scoping review examines the role of play activities in enhancing STEM education within rural schools, addressing the unique challenges posed by resource constraints and geographical isolation. The review synthesises existing literature to identify gaps and chart pathways for future research. Utilising the PRISMA methodology and Arksey and O'Malley’s framework. 278 articles published between 2018 and 2024 from the ERIC, Semantic Scholar, and ProQuest databases were reviewed; 275 were screened for eligibility. However, fourteen articles that satisfied the inclusion criteria were reviewed. Play activities have been shown to have a significant positive impact on students' motivation, engagement, collaboration, and recall of STEM concepts. As a result, they offer a practical solution to the challenges associated with STEM education in rural areas. The review underscores the importance of evidence-based strategies to foster equitable and effective STEM education in rural settings. This scoping review significantly contributes to the expanding literature on innovative pedagogical approaches in STEM education. It offers valuable insights for educators, policymakers, and researchers dedicated to enhancing STEM learning experiences in rural schools through play activities.