Bridging the Poles: Curriculum Framing and Polar STEM Learning Gaps in Rural ASEAN

Title:Bridging the Poles: Curriculum Framing and Polar STEM Learning Gaps in Rural ASEAN EducationDescription:This dataset supports a systematic literature review examining how polar science and cryospheric processes are represented—or omitted—in STEM and environmental education research focused on rural school-aged learners in ASEAN countries. The review is structured according to PRISMA 2020 guidelines and includes thematic synthesis of four eligible studies identified through academic databases and grey literature searches. Findings highlight a consistent curricular focus on local climate impacts (e.g., flooding, erosion, sea-level rise) without connecting these phenomena to polar processes such as ice-sheet loss, polar amplification, or cryosphere–atmosphere–ocean interactions. The dataset includes extracted literature records, screening decisions, coding categories, and thematic synthesis outputs. It provides empirical evidence for the argument that curriculum framing acts as an independent variable shaping the exclusion of planetary-scale climate knowledge in rural education settings.Keywords: climate change education, STEM education, curriculum framing, polar science, rural education