Teachers’ Perspectives on the Integration of STEM Education into Classroom Practices
Keywords:
STEM Education, Teacher Perspectives, Classroom Practices, Professional DevelopmentAbstract
The integration of Science, Technology, Engineering, and Mathematics (STEM) education into classroom practices has emerged as a key priority in preparing students for the demands of the 21st century. Teachers play a pivotal role in this process, as their perceptions, pedagogical approaches, and willingness to innovate significantly influence the success of STEM initiatives. This paper reviews existing literature to examine teachers’ perspectives on STEM integration, highlighting both opportunities and challenges. Many teachers recognize the potential of STEM education to enhance problem-solving, critical thinking, and interdisciplinary learning. They also acknowledge its relevance in fostering creativity and preparing students for future careers. However, the review identifies recurring barriers, including inadequate training, limited instructional resources, rigid curricula, and lack of institutional support. Teachers often express the need for professional development programs, collaborative teaching models, and hands-on instructional strategies to effectively implement STEM practices. The findings suggest that while teachers are generally supportive of STEM integration, successful adoption requires systemic changes that address their concerns and provide sustained support.
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