From Campus to Community: Embedding Purpose-Driven Learning in Pre-Service Stem Education through A Refugee-School Partnership

Abstract

This study explored student teachers’ perceived learning outcomes and partnership experiences when Purpose-Driven Learning (PDL) was embedded within an early university–community collaboration supporting a refugee learning centre. Twenty-five second-year Bachelor of Education students participated in a 14-week project designing STEM learning aids informed by PDL principles, culminating in a one-day STEM Teachfest where they taught 32 refugee pupils using the developed materials. Data were collected immediately post-event through surveys analysed using descriptive statistics and semi-structured interviews with four student teachers and one centre teacher analysed thematically. Survey results indicated high levels of perceived development in self-inquiry (76%), creativity, interpersonal and collaborative skills (84% each), empathy (88%), pedagogical skills (84%), and understanding of STEM concepts connected to the learning aids (92%). Qualitative findings suggested two themes: (i) enactment of pedagogical knowledge under authentic constraints, including adaptation to learners’ language needs, and (ii) emerging professional purpose through heightened awareness of educational inequities. From the partner perspective, the programme was perceived to enhance pupil engagement and inspire more interactive teaching practices, while transportation was noted as a practical challenge. Overall, the findings suggest that short-term, structured community-linked projects may provide meaningful opportunities for pre-service teachers to practise socio-emotional and pedagogical competencies in context. Implications are discussed for strengthening reciprocal school–university partnerships aligned with SDG 4, while noting the need for longitudinal and multi-source evidence to examine sustained outcomes.