Integrating STEM into Instructional Design: A Framework for Culturally Relevant Curriculum Development in Underserved Communities

Underserved communities often face systemic educational disparities that limit access to high-quality Science, Technology, Engineering, and Mathematics (STEM) education. This review explores how integrating STEM into instructional design, when grounded in culturally relevant pedagogy, can serve as a transformative framework for equitable curriculum development. Drawing from empirical studies, theoretical models, and case-based examples, this paper examines the intersections of STEM integration, cultural responsiveness, and community-based learning. It analyzes successful instructional strategies that leverage students’ cultural assets to enhance engagement, academic achievement, and long-term STEM participation. Furthermore, the paper presents a conceptual framework for developing and implementing culturally relevant STEM curricula that are adaptable to various socio-economic and cultural contexts. The review concludes with policy recommendations and implementation guidelines to support educators, curriculum developers, and education policymakers in closing opportunity gaps in underserved populations through culturally grounded STEM instruction.