Diversification of reading and resources is important in scientific disciplines for several reasons. When students feel represented in the curriculum this fosters a sense of belonging and strengthens their connection to their academic community, as well as encouraging them to critique the ways in which scientific knowledge is produced, and whose contributions to the field are valued and acknowledged (Al Arefi, 2025). Moreover, there is evidence that those students with a strong sense of self identity as a scientist are more likely to persist in their studies (Head and Wilson, 2025). Representation is not only fundamental for student success, engagement and retention, but diversity in research and teaching will equip future generations of graduates to combat a multitude of known biases in STEM, from the perpetuation of inequities linked to uncritical use of artificial intelligence (Belenguer, 2022), to issues with medical diagnoses (Gopal et al, 2021).
Diversifying reading lists in STEM subjects requires a discipline-specific approach, incorporating a variety of reading materials:
- Core Reading – Textbooks commonly used at Levels 1 and 2 to establish foundational knowledge.
- Content-Integrated Reading – Journal/conference articles or current sources embedded in lecture notes to reflect recent technological advances, research updates, or real-world applications.
These materials form the starting point for students’ exposure to a diversity of perspectives on their topics. There is also a need to shift away from a narrow focus on the knowledge and problems of global minority countries (Williams, 2021) to ensure learning, teaching and research at Leeds remains authentic and empowers students to engage with complex and critical world issues. Decolonisation in STEM may be best approached through the delivery and contextualisation of content, acknowledging the fundamental role of scientists and innovators across the globe. Many of the recent technical innovations which form the basis of research in subjects such as Engineering are taking place in global majority countries and communities through organisations such as the Africa Sustainability Hub, working to make solar energy inclusive in Kenya (Chengo et al, 2021).
The following examples of ways to diversify and decolonise teaching and research across STEM disciplines were provided by Dr Salma Al Arefi, Lecturer in the School of Electronic and Electrical Engineering.
A) Reclaim the history and origins of inventions
Examples:
- (Electrical Engineering) The early use of wind power in Persia.
- (Maths) Recognising the foundational role of Arab scholars in the development of algebra, particularly Al-Khwarizmi, who introduced systematic solutions to linear and quadratic equations and gave the field its name. This challenges the common Eurocentric narrative that mathematical advancement began in the West.
- (Physics) Highlighting the contributions of Muslim scholars like Ibn al-Haytham (Alhazen), who is considered the father of optics for his work on the study of light and vision. His book Book of Optics laid the foundation for the scientific method in physics and helped pave the way for modern optics.
- (Civil Engineering) The engineering of ancient civilizations, such as the construction techniques used in the pyramids of Egypt, or the design and construction of water management systems in the ancient Arab world, which utilized advanced engineering principles well before European developments.
- (Electronic Engineering)In the early centuries, Chinese scientists and engineers were already exploring the properties of magnetism. Ancient Chinese inventors first recorded the use of magnetic compasses as early as the 2nd century BCE which laid the groundwork for understanding magnetic fields, which are essential in electromagnetic devices like motors, transformers, and electric generators.
B) Provide global perspectives on technology development and status
Example
- When teaching about renewable energy, include comparative case studies from countries like Kenya (off-grid solar innovation), China (largest wind energy production), and Germany (energy policy leadership), to move beyond a Euro-American framing.
C) Acknowledge Indigenous knowledge systems
Examples
- Referencing traditional ecological knowledge (TEK) (e.g., water management systems) when discussing sustainable resource use in climate science.
- (Electrical Engineering) Battery of Baghdad
- (Civil and Electrical Engineering) the traditional construction of homes and storage spaces, known as kivas, used by many Indigenous peoples of the American Southwest was designed with solar orientation in mind, optimizing exposure to the sun for thermal efficiency.
- (Maths) Recognising the foundational role of Arab scholars in the development of algebra, particularly Al-Khwarizmi, who introduced systematic solutions to linear and quadratic equations and gave the field its name. This challenges the common Eurocentric narrative that mathematical advancement began in the West.
- (Physics) Highlighting the contributions of Muslim scholars like Ibn al-Haytham (Alhazen), who is considered the father of optics for his work on the study of light and vision. His book Book of Optics laid the foundation for the scientific method in physics and helped pave the way for modern optics.
- (Civil Engineering) the engineering of ancient civilizations, such as the construction techniques used in the pyramids of Egypt, or the design and construction of water management systems in the ancient Arab world, which utilized advanced engineering principles well before European developments.
- (Electronic Engineering) In the early centuries, Chinese scientists and engineers were already exploring the properties of magnetism. Ancient Chinese inventors first recorded the use of magnetic compasses as early as the 2nd century BCE which laid the groundwork for understanding magnetic fields, which are essential in electromagnetic devices like motors, transformers, and electric generators.
D) Challenge the inappropriate usages of technical terminologies
- Promote the use of alternatives such as “Primary/Secondary” instead of “Master and Slave” terminology in electronics and computer science, as these terms are directly tied to the history of slavery and colonial oppression, implying deeply problematic power dynamics.
E) Promote critical thinking around the use of technical language use and implications of technological advancements
Examples:
- Encouraging students to critically examine terms like “developing” vs. “developed” countries in engineering contexts or exploring the ethical implications of AI and automation in labour markets, particularly in historically marginalized regions.
- Encouraging students to assess the sustainability of various technological advancements, such as the use of rare earth materials in electronics, the contribution of electronics to e-waste, and the implications of upskilling to meet zero-carbon targets.
References
Al Arefi, S. 2025. What matters to students’ sense of belonging? Times Higher Education. [Online]. 11 March. [Accessed 25 June 2025]. Available from: https://www.timeshighereducation.com/campus/what-matters-students-sense-belonging.
Belenguer, L. 2022. AI bias: exploring discriminatory algorithmic decision-making models and the application of possible machine-centric solutions adapted from the pharmaceutical industry. AI Ethics. [Online]. 2 (4), pp.771-787. [Accessed 24.06.2025]. Available from: https://doi.org/10.1007/s43681-022-00138-8.
Chengo, V., Mbeva, K., Atela, J., Byrne, R., Ockwell, D. and Tigabu, A. 2022. Kenya: Making mobile solar energy inclusive. In: Ely, A. ed. Transformative pathways to sustainability: Learning across disciplines, cultures and contexts. [Online]. Routledge, pp. 109-124. [Accessed 18 June 2025]. Available from: https://library.oapen.org/bitstream/id/92e27769-ba45-4982-b7f1-dc28ee49f418/9781000465105.pdf.
Gopal, D.P., Chetty, U., O’Donnell, P. And Gajria, C. 2021. Implicit bias in healthcare: clinical practice, research and decision making. Future Healthcare Journal. [Online]. 8 (1), pp. 40-48. [Accessed 17 June 2025]. Available from: https://doi.org/10.7861/fhj.2020-0233.
Head, M. and Wilson, S.B. 2025. Identifying differences in STEM self-efficacy, sense of belonging, and STEM professional identity statuses among diverse learners. Studies in Higher Education. [Online]. pp. 1-18. [Accessed 24.06.25]. Available from: https://doi.org/10.1080/03075079.2025.2505927.
What does decolonising science mean to you? 2021. [Online]. [Accessed 25.06.25]. Available from: https://www.youtube.com/watch?v=7-QX74rr5HQ&t=1s.
Williams, N.A. 2021. What does decolonising science mean to you? [Online]. [Accessed 25.06.25]. Available from: https://www.youtube.com/watch?v=7-QX74rr5HQ&t=1s.