Presented By: Brandon Bixler, The Pennsylvania State University
CoAuthors: Melanie Miller Foster, The Pennsylvania State University
Laura Rice, The University of Minnesota
Daniel Foster, The Pennsylvania State University

This study describes educator perceptions of Nepalese science learning environments and the educational resources with a focus on agriculture as an educational context. Nepalese agricultural and education sectors are frequently characterized by challenges including a lack of resources. We used the photovoice research method with Nepalese science educators to describe individual educator perceptions surrounding their learning environments and educational resources. We visited ten different schools conducting interviews with thirteen educators from government, private, and public trust schools. The rationale by participants for submitted photographs was collected through individual interviews. Photos and transcripts of identified educational resources were analyzed with the Theory of Asset-Based Community Development categorizing submissions into five primary categories of assets: individuals, institutions, associations, connections, and place-based assets. Data highlights potential assets that can be used to solve challenges in low-resource environments for Nepalese science education. Findings indicate the category of individuals and institutions as the primary assets present in the Nepalese science education system and help describe the diverse educational resources shaping Nepalese science education learning environments. While individuals and institutions emerged as the primary asset categories contributing to the Nepalese science education sector, connections, associations, and place-based assets all contribute to the total picture of science education delivery. When equipped with proper access to physical facilities and training, educators find value in delivering applied learning experiences in agricultural contexts that are closely tied to local communities. The participants made clear their desire for increased access to pedagogical and content-specific training, leading to increased teacher self-efficacy when delivering high-impact learning experiences. Recommendations include exploration of policy and practice for increased utilization of agriculturally related assets to achieve science education outcomes. This study suggests advantages to utilizing agricultural contexts in science education to achieve educational goals in low-resource environments.