Exploring Social Problems Through the Lens of Mathematics and Science Preservice Teachers

Abstract

Education plays a vital role in preparing future citizens to address contemporary social challenges. This study explored the social problems that science and mathematics preservice teachers believe education should prioritize and examined how they envision their future roles in addressing these issues through STEM teaching. Using a qualitative photovoice design, 17 preservice teachers from a Philippine state university documented community issues through photographs, written reflections, and semi-structured interviews guided by the SHOWeD framework. Data were analyzed using reflexive thematic analysis. The findings identified three major social issues that participants considered educational priorities: poverty and its related concerns, environmental degradation and sustainability, and deficiencies in community facilities and infrastructure. Participants also envisioned three complementary roles as future educators: integrating social problem-solving into STEM instruction, promoting community engagement and educational advocacy, and empowering learners through scientific and mathematical knowledge. The findings reveal an emerging professional identity characterized by social responsibility, civic engagement, and a commitment to contextualizing STEM education within authentic community issues. The study highlights the value of photovoice in fostering critical reflection and providing deeper insights into preservice teachers' perceptions of social realities. It further emphasizes the importance of teacher education programs that prepare future STEM educators to connect disciplinary knowledge with meaningful community engagement and sustainable development.