The paper reports a study integrating computing, project or problem-based learning, and engineering processes to address the needs of preparing the STEM workforce in Lahore, Pakistan, through transforming STEM teaching and learning processes. It also aimed to build the capacity of the University of Education, Lahore, Pakistan, to improve the quality and relevancy of its STEM teacher education programs and its partnership schools. To design, develop, implement, and evaluate the project, a cross-disciplinary, collaborative team of STEM and STEM education faculty from two U.S. universities and the University of Education (UE), Lahore, was formed. The team worked with middle and high school STEM teachers from the four under-served, rural schools with a high level of poverty and lack of resources in the Province of Punjab. Three STEM learning units (with a specific focus on water and management of natural resources) were designed and developed using the integration of project-based and problem-based learning with Squeak Etoys simulation and modeling technology. The STEM teachers and teacher education faculty at UE participated in a week-long face-to-face professional developed workshop, which was also supported by an online learning environment and self-directed learning materials, and a series of follow-up online webinars. The results showed that STEM teachers embraced the opportunity to transform their traditional lecture and homework-based approach. Transformation in STEM teaching practices also helped 6-8 grade students to engage in community-based inquiry and using computing and engineering processes to apply their STEM content knowledge.

An investigation of the effects of integrating computing and Project or Problem-based learning: The impact on Pakistani STEM teachers

[Conference proceedings](https://vbn.aau.dk/en/publications/transforming-pbl-through-hybrid-learning-models-timely-challenges)