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<p>This study aims to explore the specific aspects of STEM students’ learning privileges observed throughout their academic journey. A systematic descriptive review of literature following the PRISMA statement was utilized to explore three specific periods: Pre-Pandemic (2016 to early 2020), Pandemic (late 2020 to early 2023), and Post-Pandemic (mid-2023 onwards). Data was analyzed through thematic analysis which revealed nine (9) aspects of learning privileges: three (3) overarching aspects consisting of availability, accessibility, and perceived utility; and six (6) primary aspects consisting of learning resources, social support, teaching competencies, individual capacity, technological considerations, and institutional support. A conceptual model was constructed wherein the overarching aspects apply to all primary aspects, depicting how learning privileges is not a sum of individual/student advantages but emerges from the dynamic interplay among different factors. This interconnectedness suggests that STEM students experience varying degrees of learning privileges depending on how favorably the primary aspects align within their specific environments. Consequently, interventions addressing such disparities must be comprehensive rather than separately, driven by the overarching aspects. With educators as potential allies, engaging students to look deeper into what’s right in front of them, be aware of their realities, and go beyond what’s right in front of others, then students, researchers, educators, and stakeholders have the opportunity to take a step in bridging the gap in the Philippine educational setting.</p>

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A systematic literature review of learning privileges experienced by STEM students across pre-pandemic, pandemic, and post-pandemic learning periods

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月28日

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  • Laurence Beruin

摘要

This study aims to explore the specific aspects of STEM students’ learning privileges observed throughout their academic journey. A systematic descriptive review of literature following the PRISMA statement was utilized to explore three specific periods: Pre-Pandemic (2016 to early 2020), Pandemic (late 2020 to early 2023), and Post-Pandemic (mid-2023 onwards). Data was analyzed through thematic analysis which revealed nine (9) aspects of learning privileges: three (3) overarching aspects consisting of availability, accessibility, and perceived utility; and six (6) primary aspects consisting of learning resources, social support, teaching competencies, individual capacity, technological considerations, and institutional support. A conceptual model was constructed wherein the overarching aspects apply to all primary aspects, depicting how learning privileges is not a sum of individual/student advantages but emerges from the dynamic interplay among different factors. This interconnectedness suggests that STEM students experience varying degrees of learning privileges depending on how favorably the primary aspects align within their specific environments. Consequently, interventions addressing such disparities must be comprehensive rather than separately, driven by the overarching aspects. With educators as potential allies, engaging students to look deeper into what’s right in front of them, be aware of their realities, and go beyond what’s right in front of others, then students, researchers, educators, and stakeholders have the opportunity to take a step in bridging the gap in the Philippine educational setting.