In this study we evaluated the effectiveness of a science, technology, engineering and mathematics (STEM) education programme for at-risk migrant in Northern Cyprus. The study involved 4 at-risk middle school learners from diverse backgrounds, selected based on specific socio-economic and educational disadvantage criteria. A single subject, multiple baseline design was employed to assess the impact of the intervention. In this article we report on an intervention through which the children were taught essential skills such as reading electrical circuit diagrams and artificial intelligence (AI) supported Internet of Things (IoT) coding, through a remote-controlled car project. Data on participant performance were collected throughout the instructional phases using a structured observational checklist designed to measure acquisition of skills. The results indicate that participants gained significant technical skills because of this intervention. These results strongly suggest that when properly targeted, STEM programmes provide a valuable avenue to help close the educational gap for nondominant groups and present a model for use by educators and policymakers. This study is noteworthy for its focus on innovative educational interventions that attend to equity and technological proficiency, suggesting that STEM education may improve future career opportunities for at-risk migrant children.

https://doi.org/10.15700/saje.v46n3a2634

ORCiD iDs of authors:
Osman Akkuş – https://orcid.org/0009-0007-3014-387X
Gül Kahveci - https://orcid.org/0000-0002-1300-7397