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An article that highlighted the need to tailor science education graduate programs to the needs of graduate students from poor countries is praised for challenging the Eurocentrism of graduate programs in the West. It was suggested that institutions that are willing to financially support graduate studies in the West should also offer grants for graduate studies within the home country. This will prevent financial pressures from forcing graduate students to go home immediately after submitting their theses, thus raising their chances of earning their diplomas or certificates.

A study which examined the wait-time of science teachers in Nigeria relative to the amount of student participation in inquiry revealed that wait-time teacher utterance of integrated science teachers averaged 3.0 seconds, while wait-time student utterance posted an average of 0.7 seconds. The former refers to the time a teacher pauses after a question and the latter pertains to the length of time a teacher waits after a response to her comment or asks her a question. The study also found that student participation in student-teacher classroom communication is minimal. A relationship between wait-time and sociocultural factors was also established.

The quality of science education islargely dependent on the work attitude of teachers, which in turn, is influenced by the presence of stresses associated with teaching. A survey of stress factors among science educators shows that inadequate educational materials, incomprehensive topics, time constraints, class size and teaching demands limit their effectiveness as class facilitators. However, changes in activity, sharing of resources, positive attitudes and attempts at improvement help negate these factors and lead to effective handling of the situation.