As hybrid learning expands globally, the demand for high-quality, accessible online STEM teacher training has surged. However, linguistic barriers persist, particularly in the Middle East, where most programs are predominantly offered in English, limiting participation for Arabic-speaking educators. This study examines the accessibility, effectiveness, and equity of multilingual online STEM teacher training, with a particular focus on the Middle East, while also drawing comparisons to other multilingual regions. It explores the role of language in shaping engagement, learning outcomes, and professional development for STEM educators. Through an analysis of digital education platforms and government-led initiatives, this research evaluates multilingual support in STEM teacher training. It reviews policies from Middle Eastern ministries of education, UNESCO’s regional education frameworks, and EU digital learning strategies to assess how language barriers impact teacher participation and the scalability of digital education models. Findings reveal that Arabic-language STEM training remains scarce, often relying on English-based content with limited cultural and pedagogical adaptation. Similar challenges exist in other multilingual regions, underscoring broader linguistic inclusivity gaps. This study presents recommendations for policymakers, edtech developers, and academic institutions, advocating for AI-driven translation tools, localized content development, and regional collaborations. By demonstrating the economic and social benefits of removing linguistic barriers—particularly in workforce development and gender equity—this research highlights the urgent need for regionally tailored digital STEM education strategies. This study contributes to a more inclusive, scalable, and effective digital education ecosystem by addressing language barriers in STEM teacher training with a Middle Eastern focus and global comparisons.

Authors:
Sweta Bharadwaj, University of Doha for Science and Technology, Qatar
Aalaa Salman, University of Doha for Science and Technology, Qatar
Janice Henderson, University of Doha for Science and Technology, Qatar

About the Presenter(s)
Sweta Bharadwaj is a lecturer at UDST specializing in hybrid learning, curriculum design, and multilingual STEM education. Her work focuses on innovation, access, and AI integration in teaching across the MENA region.

Aalaa Salman is currently a Lecturer in Communications at UDST. Her interests include curriculum development, AI integration in education, and student success. She is currently leading a research project on AI-driven learning assessment.

Janice Henderson, Communications Lecturer at UDST, has taught across the Gulf and East Asia. She focuses on how AI transforms pedagogy, teaching practices, student engagement, and future workforce readiness.

See this presentation on the full schedule – On Demand Schedule

Bookmark