Introduction     The eleventh Conference on Science and Mathematics Education (COSMED XI) 2025, organized by SEAMEO RECSAM, is centred on "Navigating STEM Education in a BANI World." This theme reflects the pressing need to reorient STEM (Science, Technology, Engineering, and Mathematics) education to equip learners with the skills, mindset, and resilience needed to navigate an increasingly unpredictable and complex global landscape. Moving beyond the well-known VUCA framework (Volatility, Uncertainty, Complexity, Ambiguity), the BANI paradigm—Brittleness, Anxiety, Non-linearity, and Incomprehensibility—offers a more nuanced lens through which to understand and respond to contemporary challenges.

    
      Brittleness characterizes systems and structures that may appear robust but are inherently fragile and vulnerable to sudden disruption or collapse. In education, this fragility is evident in traditional learning frameworks that struggle to accommodate rapid technological and societal changes. To address this, STEM education must prioritize resilience, fostering learners’ ability to adapt and innovate under pressure.

    
      In the educational context, brittleness is evident in traditional frameworks that are rigid and slow to evolve. These systems struggle to adapt to rapid technological advancements and societal shifts, which can lead to inefficiencies and an inability to meet current educational needs. To address brittleness in STEM education, it is essential to prioritize flexibility and resilience. This involves adopting adaptive teaching methods, integrating real-world problem-solving, and encouraging continuous learning and innovation. By creating more dynamic and responsive educational environments, STEM education can better prepare learners and systems to thrive amid change and uncertainty.

    
         Anxiety reflects the emotional and psychological impact of living in a world where change is constant and often overwhelming. The educational response must cultivate emotional intelligence, mindfulness, and a sense of agency among learners. STEM education builds a supportive learning environment that can help mitigate anxiety and encourage a mindset of growth and exploration.

      
      In education, anxiety frequently emerges as a consequence of traditional systems that prioritize standardized testing and impose rigid expectations. Such systems often fail to consider the emotional well-being of learners, which can result in heightened levels of stress and disengagement. To mitigate anxiety within STEM education, it is imperative to cultivate supportive learning environments. This involves integrating practices that enhance emotional intelligence, promoting a growth mindset, and establishing an atmosphere that values exploration and curiosity.

    
      Non-linearity refers to the breakdown of predictable cause-and-effect relationships in a world characterized by complexity and interconnectedness. It highlights how small actions or events can lead to disproportionate and unpredictable outcomes, making forecasting or controlling results in traditional, linear ways challenging. Problems in a non-linear world often have multiple solutions, with outcomes influenced by many interconnected factors. STEM education must, therefore, emphasize systems thinking, critical analysis, and collaborative problem-solving to prepare learners to tackle non-linear challenges.

    
      In education, non-linearity is evident in learning journeys' unpredictable and interconnected nature. Traditional linear models, exemplified by rigid curricula and one-size-fits-all approaches, often fail to accommodate the diverse pathways through which learners acquire knowledge and skills. This misalignment can create significant challenges for students who struggle to conform to standardized expectations. To effectively address the non-linear characteristics of STEM education, it is imperative to implement flexible frameworks that accommodate various learning styles and paces. By adopting strategies such as project-based learning, interdisciplinary approaches, and adaptive technologies, educators can empower students to engage with complex problems and identify meaningful connections. This fosters resilience and creativity and prepares students to thrive in an ever-evolving global landscape.

    
      Incomprehensibility underscores the limits of human understanding, especially in a world increasingly dominated by hyper-connectivity, big data, and artificial intelligence. To navigate this, STEM education must integrate computational thinking, data literacy, and an appreciation for the ethical implications of technology.

    
      In education, incomprehensibility can arise when learners encounter concepts or systems that are excessively complex or lack clear explanations. This often hinders their ability to grasp the relevance or application of the material. Such challenges are particularly pronounced in STEM disciplines, where abstract theories and complex problem-solving methodologies may appear disconnected from practical, real-world contexts.

    
      To mitigate the issue of incomprehensibility, educators must prioritize clarity and relevance in their instructional approaches. Effective strategies include contextualizing learning through real-life examples, employing visual aids and simulations, and deconstructing intricate topics into smaller, manageable components. Furthermore, fostering a culture of inquiry in which students are encouraged to ask questions and pursue understanding will empower them to navigate unfamiliar concepts with greater confidence.

    
      COSMED XI aims to reimagine STEM education for a BANI world by anchoring discussions on these dimensions. This concept note outlines the conference’s objectives, themes, and activities, fostering dialogue and collaboration to prepare learners for a future defined by unpredictability and complexity.    
   
Rationale     The rapidly evolving dynamics of the 21st century, defined by the BANI framework, underscore the urgent need for a transformative approach to education. STEM education must evolve to address these challenges as a cornerstone of future readiness. The brittleness of systems highlights the importance of resilience, while the prevalence of anxiety calls for fostering emotional intelligence and a supportive learning culture. The world's non-linear and incomprehensible nature demands innovative problem-solving, systems thinking, and computational literacy.

    
      COSMED XI 2025 provides educators, researchers, and policymakers a platform to collectively explore these challenges and opportunities. By aligning STEM education with the realities of a BANI world, the conference seeks to ensure learners are equipped with technical competencies and the critical, adaptive, and socio-emotional skills needed to thrive in an unpredictable and interconnected global landscape.    
   
Purpose    

Specifically, COSMED XI aims to:

  1. explore the Integration of BANI Framework in STEM education;
  2. explore strategies for building resilient educational systems and practices that adapt to unforeseen challenges and disruptions in a rapidly changing world.
  3. address educators' and learners' emotional and mental well-being by promoting frameworks that reduce stress, foster supportive environments, and encourage a growth mindset.
  4. examine innovative approaches that embrace learning's complexity and interconnectedness, fostering adaptability and personalized pathways for diverse learners.
  5. bridge gaps in understanding by simplifying complex educational frameworks and leveraging tools that make abstract concepts accessible and relevant to all stakeholders.
  6. build collaborative networks for transformative STEM education.