At Cape Breton University, impactful research often begins with a simple question. For Dr. Qingna Jin, Assistant Professor of Education, that question was "How can we empower students to become change agents through Science, Technology, Engineering and Mathematics (STEM) education?"
With the support of the internal Research, Innovation, Scholarship and Exploration (RISE) grant, Dr. Jin has worked on an interdisciplinary collaborative study titled Empowering Young Changemakers: Integrating Activist Education into STEM Curricula for Environmental and Social Justice. The project aims to integrate activist education within STEM learning to support environmental and social justice, fostering a new generation of informed, reflective and action-oriented changemakers.
Having worked with children and youth across Canada for several years, Dr. Jin continues to be inspired by their creativity, curiosity and deep concern for the world around them. "Despite being directly impacted by environmental issues, young people are often excluded from conversations and decision-making processes that affect them," says Dr. Jin. "By equipping them with critical systems and ethical reasoning skills, we can help them navigate complex environmental challenges now and in the future."
Dr. Jin enjoys seeing students, especially at the elementary level, engage in complex, real-world conversations when given the right tools and support. "They ask powerful questions, offer thought-provoking perspectives and demonstrate a deep sense of care and responsibility," she shares. "I hope this research highlights the value of trusting young learners to tackle difficult topics like climate change and the importance of making space in schools for youth-driven, community-based inquiry, reflection and action."
Collaboration is central to Dr. Jin's work. She is working with colleagues from various disciplines, including Dr. Enrique Hernandez, Assistant Professor in Mathematics Education, who brings expertise in computational thinking and mathematical modelling for social justice. Teachers and students from local schools are active co-researchers, contributing directly to the design and implementation of the educational activities.
"We also collaborate with community organizations and environmental partners to ensure the content is locally grounded, meaningful and relevant," Dr. Jin adds. "By involving educators, youth and community partners, the research becomes more reflective of real-world contexts and creates stronger connections between schools and local environmental action."
Through this project, students are learning to engage with real-world environmental issues using tools and frameworks that promote critical thinking, systems thinking, collaboration, communication and ethical decision-making. "When students learn how to analyze socioscientific issues, weigh evidence, consider multiple perspectives and take informed action, they're preparing not just for exams but to be thoughtful citizens and active contributors to a more just and sustainable world," Dr. Jin explains.
Dr. Jin has recently completed the pilot phase and has already gained valuable insights. Her team is refining the curriculum modules over the summer and co-designing activities with teachers. "The next steps involve classroom implementation in the coming school year, followed by an iterative process of feedback and refinement," she says. "Ultimately, we aim to develop a framework and resource package that can be adopted in other educational contexts."
For Dr. Jin, Cape Breton's vibrant community has become the ideal setting to pursue her research. "The enthusiasm and commitment of local educators and partners have been truly inspiring," she says. "I believe that fostering environmental and social justice starts locally, and I'm excited to continue learning alongside students, teachers and community members through this work."
