Using an Engineering Design Approach to Implement Interdisciplinary Integration of Sustainability, Energy, and Material Science: The Experience of Rural, Multigrade Elementary Schools

This study investigates the impact of using engineering design as a conceptual framework for developing interdisciplinary sustainable project-based learning experiences in K–12 rural settings to support the early stages of the materials science pipeline. Rural students face disparities in STEM access and opportunities compared to their urban counterparts, and teachers receive less training and have fewer practical strategies that adapt to their specific contextual needs. Despite the challenges of rural schools (e.g., limited resources and multigrade classrooms), rural contexts offer opportunities to implement more hands-on, rich experiences built through engineering design to support sustainable practices. We present findings from a professional development initiative involving 25 rural teachers who collaboratively designed and implemented STEM projects focused on energy, sustainability, materials science, and science disciplines. Knowledge tests were administered to 146 rural students from 16 rural schools in southern Chile. The study draws on semistructured interviews, classroom observations, and implementation reflections to evaluate the effectiveness of these experiences. Three key contributions emerge: (1) evidence that the engineering design process can be successfully adapted for multigrade, resource-limited environments; (2) the codevelopment of content-validated instruments that scaffold teachers’ and students’ understanding of science and sustainability concepts; and (3) students and teachers reported feeling motivated and successful and viewed these strategies as beneficial for future STEM practices. This research offers practical insights into how engineering design can enhance STEM education in underserved rural communities.