Professional Development of STEM Teachers Using the DECODE Model in India and Taiwan

Abstract

This study will explore the impact of the DECODE model for STEM teacher professional development, drawing on empirical evidence from a year long India–Taiwan collaborative project. The DECODE framework integrates structured teacher learning cycles where Demonstration (DE) provides model practices, Co-training/Co-design (CO) engages teachers collaboratively in lesson design and peer learning, and Debriefing (DE) offers reflection and feedback for continuous improvement. Together, these components integrate technology, pedagogy, and content knowledge to prepare teachers for rapidly evolving educational contexts, particularly in AI-supported scientific inquiry and technology integration. Workshops conducted with pre-service and in-service teachers in India, alongside field visits and collaborative research in Taiwan, revealed significant improvements in teachers’ competencies, confidence, and ability to integrate innovative tools such as CloudClassRoom (CCR) and AI platforms into STEM curricula. The research findings compare professional development models from India and Taiwan, and present strategies for designing adaptable, cross-cultural training programs. The study recommendations for policymakers, educators, and researchers interested in scaling hybrid teacher training models for global STEM education needs.