Production of Innovation in Educational Settings from the STEM + H Perspective

Abstract

This study aimed to analyse the production of educational innovation from a STEM-H perspective within two educational settings in Medellín, Colombia, during 2020. Specifically, it sought to explore the conceptions, experiences, and perceptions surrounding local discourses on innovation. Through documentary research, we reviewed seven award-winning initiatives from the SER MEJOR awards for teachers and the program SER + STEM applied for local public institutions. Additionally, the collected data was compared with the guidelines provided by the Municipal Development Plan for 2020–2023 and the SER + STEM educational approach proposed for the city. The analysis revealed that innovation in the classroom permeates the school culture, driven by the educational needs and challenges of the local context. The initiatives reviewed demonstrated a strong alignment with the STEM-H approach, showcasing how teachers and institutions adapt and respond to the specific educational demands of their environment. The study underscores the importance of context-driven innovation in education, highlighting how the integration of STEM-H perspectives can address local educational needs. These findings suggest that educational policies and practices should consider the specific challenges of each context to foster meaningful innovation. This approach can serve as a model for other regions seeking to enhance their educational systems through innovation.