Manuscript received April 16, 2026; accepted September 24, 2026; published October 16, 2026.

Abstract—This paper contributes to educational technology research by presenting a five-component offline-first framework for implementing integrated STEM education in resource constrained contexts. Drawing from five years of implementation research (2018–2023) with 157 students in Aba, Nigeria, we demonstrate that strategic educational technology design, not infrastructure abundance determines, effective STEM integration. Our context presented typical barriers: intermittent electricity (outages 2–3 times daily), limited internet connectivity, and minimal computing resources. The intervention model integrates STEM disciplines through engineering-based computational thinking activities employing carefully selected educational technologies: Scratch for algorithm design, Python for authentic problem solving, and IoT sensors for scientific inquiry. The five components comprise: (1) structured computing camps emphasizing integrated problem solving, (2) continuous after-school engagement, (3) school partnerships introducing offline capable educational technologies, (4) teacher capacity building in integrated STEM pedagogy and educational technology facilitation, and (5) community engagement demonstrating engineering thinking. Outcomes measured through 2024 include sustainable digital learning infrastructure in three partner schools operating independently 12–18 months post intervention, measurable gender equity improvement (30%to 50% female participation), and two program alumni selected for the competitive U.S. State Department TechGirls International Exchange Programme (111 participants selected globally from 37 countries). Analysis reveals five critical instructional design principles: integration occurs through engineering pedagogy not expensive technology, context specific challenges enhance relevance, sustained mentorship develops integrated thinking, representation transforms participation, and pedagogical capacity ensures sustainability. This implementation research demonstrates that authentic STEM integration through engineering-based educational technology is achievable without infrastructure parity, offering a replicable framework with transferable design principles for educational technology practitioners globally.
 
Keywords—educational technology, engineering education, implementation research, instructional design, integrated STEM, offline-first design, resource-constrained environments

Cite: Nnamdi P. Nwachukwu and Tochukwu A. Uwakeme, "Engineering-based Educational Technology for Integrated STEM Learning: A Five-component Model from Resource Constrained Contexts," International Journal of Learning and Teaching, Vol. 12, No. 4, pp. 312-318, 2026.

Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).