The Role of Technology in Multilingual STEM Learning

Abstract

This study examines how technology can support multilingual STEM learning in Lebanese public schools, particularly for Cycle 3 students who study mathematics and science in English or French while Arabic is often their strongest language. Using a qualitative comparative policy analysis, the study reviews Lebanese education policies related to language of instruction, STEM curriculum, assessment, educational technology, teacher preparation, and equity, and compares them with international practices, especially the International Baccalaureate Middle Years Programme. The findings show that Lebanon’s trilingual education model is valued as a national strength, but current policies often treat language as a medium of instruction rather than a learning factor that affects students’ understanding, participation, and performance in STEM. The study highlights gaps in digital scaffolding, teacher preparation, flexible assessment, and policy monitoring, especially for students with limited exposure to English or French outside school. It recommends integrating trilingual digital glossaries, AI-assisted translation tools, interactive STEM simulations, gamified applications, e-assessment platforms, and teacher professional development systems into Lebanon’s language-in-STEM policy framework. These recommendations aim to reduce linguistic barriers, improve conceptual access, promote equity, and strengthen STEM learning outcomes while preserving Lebanon’s multilingual educational identity.