Empowering Tribal Communities Through STEM Education: A Case Study Approach in Tamil Nadu
R. Prabakaran
Dr. R. Prabakaran, Assistant Professor, Department of Mathematics, Coimbatore Institute of Technology, Coimbatore (Tamil Nadu), India.
Manuscript Received on 08 December 2024 | First Revised Manuscript Received on 31 January 2025 | Second Revised Manuscript Received on 15 February 2025 | Manuscript Accepted on 15 March 2025 | Manuscript published on 30 March 2025 | PP: 5-8 | Volume-11 Issue-7, March 2025 | Retrieval Number: 100.1/ijmh.D177811041224 | DOI: 10.35940/ijmh.D1778.11070325
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: STEM (Science, Technology, Engineering, and Mathematics) education is a catalyst for socio-economic empowerment, particularly in marginalized communities. This paper examines the impact of STEM education initiatives on tribal communities in Tamil Nadu through case studies. The integration of STEM with indigenous knowledge systems has proven effective in addressing local challenges, promoting innovation, and enhancing quality of life. By analyzing programs in Dharmapuri, Nilgiris, and Tiruvannamalai districts, the paper highlights successful strategies, including mobile STEM labs, renewable energy projects, and teacher training tailored for tribal students. These findings provide a roadmap for scaling such initiatives across tribal regions in India.
Keywords: STEM Education, Tamil Nadu Tribes, Indigenous Knowledge Systems, Socio-Economic Empowerment, Renewable Energy, Education Equity, Teacher Training, Cultural Integration.
Scope of the Article: Social Science