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What opportunities are open to you?

What trends could you take advantage of? How can you turn strengths into opportunities?

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What threats could harm you?

What threats do any weaknesses expose to you?

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What could be improved?

Where are there fewer resources than others?

What are others likely to see as weaknesses?

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What is going well?

What do you see as strengths?

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-STEAM projects make English lessons more interactive and fun, helping students stay motivated.

-Students practice English in real-world contexts, like explaining experiments or solving problems.

-Many STEAM topics are globally relevant, allowing students to discuss important issues in English, increasing their vocabulary and understanding of real-world concepts.

-Combining language with STEAM develops problem-solving and creativity in both areas.

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-Students with limited English proficiency may struggle to understand complex STEAM terminology, which could slow their learning in both areas.

-Planning STEAM activities requires more preparation, which can be challenging considering a teacher’s busy schedule.

-Teachers may need additional training or professional development to feel confident integrating STEAM subjects into their language classes.

-It might be challenging to adapt STEAM activities for students with different language levels or learning needs, and this may lead to uneven progress in language acquisition.

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-Teachers can introduce new tech tools and creative approaches, making lessons fresh and exciting.

-STEAM offers opportunities to work with other teachers or departments, enriching the learning experience.

-We would be preparing students for careers in fields that value both technical and language proficiency, making them more competitive in the global job market.

-English becomes not just a subject but a medium for learning various disciplines.

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-Lack of access to technology or materials for teachers.

-Balancing STEAM and English could overwhelm students who struggle with either area.

-Some students may be resistant to this new approach, especially if they expect traditional methods of language learning.

-Students may not have access to necessary resources at home.

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High level of literacy in Costa Rica.

A significant number of companies which are willing to invest in Costa Rica due to the quality of professionals and social-political stability.

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Teachers and students may lack materials or training for effective integration of language and STEAM.

Strict and inflexible curricula may hinder the incorporation of STEAM activities.

Varied proficiency levels among students can complicate group activities.

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Create projects that blend different areas to enrich students' preparation.

Use creative approaches, such as storytelling in science or art in math, to engage students.

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Existing programs in schools and universities may limit teachers' time to integrate STEAM activities into their lessons.

Some educators may be hesitant to adopt new teaching methods for incorporating STEAM.

Access to resources can vary, potentially widening the achievement gap among students.

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Adult students combine technical skills and communication, integrate critical thinking and problem-solving, and engage with language and STEAM content at their own pace.

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Most adult students have family and work responsibilities, which limit the time they can spend mastering both the language and STEAM content. They can also feel overwhelmed if both areas are introduced simultaneously without sufficient support or scaffolding.

Teachers may face issues in class management since adult students have varied levels of English language proficiency and comfort with Steam subjects.

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Students get equipped with skills that enhance their employability in tech, education, and business, for example. They also get the chance to work on global projects, improve cross-cultural communication, and experiment with innovative techniques and digital tools that engage them more effectively.

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It can be difficult to assess both language proficiency and STEAM skills in an integrated way, leading to challenges in evaluating student progress accurately.

Many adult students may face barriers due to lack of access to high-quality technology or digital literacy, making it harder for them to fully participate in STEAM-related activities.

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STEAM activities cater to different learning styles and provide students with hands on experiences in fields of interest.

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Teacher training is required in order to incorporate STEAM into our classes.

Lack of resources or materials may be a real challenge.

Classes with mixed ability level and students with special needs must also be considered when incorporationg STEAM.

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Incorporating STEAM content into our classes will present an opportunity to make classes more connected with students' reality and with different subjects within our institutions.

Using STEAM will improve employability and human resource exchange.

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Lack of access to resources, equipment or internet.

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1- Our Education System is strong compared to other developing countries and this allows us to move on with new innovative technologies and methodologies.

2- Costa Rica government promotes technology and innovation to attract foreign investment. Therefore it´s always interested in improving new strategies for future generations to get ready for new economic activities in the country. This program is an example of it.

3- Our internet connetivity is not the best but much better than in other developing countries. Besides that, we have resources we can use in our schools. Even public schools have access to technological tools that they can use and take advantage of.

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Incorporating STEAM to our teaching allows us to prepare students for transdisciplinary work.

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How engaged students become when integrating STEAM into lessons even if it is just a little bit.

The hands-on experience, particularly when we work on project-based tasks.

I also feel like that with STEAM; Students tend to think deeper and make meaningful connections. They have different topics and it allows students with different interests to find something they’re passionate about.

Everyday we are working to improve and find more tools for students to apply in the real world.

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Ensuring that all students can access the necessary technology and materials.

It may seem surprising but there are many students who dont have access to a computer with internet connection.

Another aspect that could be improved is teacher training. Teachers feel less confident in teaching their classes in a different way. Making their lessons monotonous.

The lack of resources for teaching is a barrier and a weakness definitely for many.

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1. Most of the teachers in charge of STEAM were prepared to become English Teachers so it´s been hard for us to acquire new skills that never were considered as part of our duties to teach.We have done our best so far but we need constant updates on how to work better in these areas and supervision of experts in these areas.

2. We still have many rural areas in which technology has not developed properly and this gives a clear disadvantage in comparison to other public and private schools located in more developed places.

3. There can be a misalignment between the STEAM curriculum and the specific needs of the job market. While companies demand highly specialized skills in software development, data analysis, and AI, education systems may struggle to provide this training at scale. That´s why we need to have programs that can be able to connect these companies with our education system strategies.

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1. With companies like Intel, Microsoft, and others expanding their footprint in Costa Rica, there’s an increasing demand for STEAM professionals. This provides a clear incentive for schools to push for more rigorous and relevant STEAM education.

2. We can create partnerships with multinational companies so that we can align their needs to our educational system. The opportunity is there but it seems nobody has thought about it. I think this program is a first step.

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1. With increased STEAM education, there’s a risk that the most talented graduates might emigrate to countries offering higher wages and better opportunities, especially if local industries are unable to absorb them. This would lead to a brain drain, reducing the local impact of educational investments.

2. STEAM has to compete with other educational needs such as basic literacy. Besides that, the budget for education in Costa Rica is always changing, leaving authorities less options to improve in new areas. For example, right now, they are cutting the Computer classes in all schools and this will happen soon.

3. Lack of time

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To collaborate with other educators and professionals, both within and outside the school.

Also, with STEAM we can align classroom projects with global issues, students can develop a broader perspective and see how their skills can have a real-world impact.

I can definitely take advantage of AI in my teaching and also encourage my students in their learning process.

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Projects often require access to technology, materials, and equipment, and not all schools or classrooms have the necessary budget to support these. If funding is reduced or unavailable, it could limit our opportunities to improve.

Lack of interest by some educators. Not everyone is on board for change. This affects directly our students.

Time for training and creation of tools.

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Improved communication

Global career opportunities

Interdisciplinary skillset

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High learning curve

Resource-intensive

Potential for confusion

(But all these depend on the context of each student, career, and the university)

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Technological advancements

Cross-cultural collaboration

Innovative teaching methods

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Competition from specialized programs

Resistance to change

Limited time for mastery

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It is an effective way to enhance student learning in both areas.

Since STEAM encompasses five primary disciplines, we might overlook other related fields that are complementary, often referred to as cognate courses or distribution requirements. Languages and linguistics can be included in this category.

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Although research into the integration of STEAM in education has increased and highlighted its significant pedagogical value, this method has not yet been actively utilized in teaching English to students. Zeiger (2021) discusses this issue by referencing findings from the National Academies of Sciences, Engineering, and Medicine in the United States, pointing out that many individuals who need to enhance their English language abilities lack access to STEM education. The author emphasizes that “This deficit often stems from underfunded schools and inadequately prepared educators within those institutions. For many English language learners, the skills they are missing are crucial for securing future employment” (Zeiger, 2021).

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Students will have the opportunity to be much better prepared before they enter the workforce.

English teachers will have the opportunity to discuss a wide array of topics in the classroom.

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Teachers may feel insecure because of the lack of training.

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⋆ ˚｡⋆୨ 𝕷𝖆𝖚𝖗𝖆 💕 𝕸𝖔𝖗𝖆𝖌𝖆 ୧⋆ ˚｡⋆

-Universities, like UNA, have highly qualified professionals in the English field and other disciplinary areas.

-We foster creativity and independence when students are involved in project-based tasks.

-Students are involved in learning experiences that make their linguistic skills transferable to a meaningful real-life situation which increases their interest in the target language.

- STEAM projects often involve real-world challenges, making learning more relevant for students.

-The combination of STEAM learning and the mastery of a foreign language increases the employability opportunities for students. It equips students with the knowledge needed to advance in their careers and to be the asset that companies are looking for.

-Students can be involved in more diverse and interactive learning experiences.

-It is a way to build new opportunities for our new professional generations by bringing more quality jobs.

-Costa Rica has emerged as an important industrial spot in the world.

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⋆ ˚｡⋆୨ 𝕷𝖆𝖚𝖗𝖆 💕 𝕸𝖔𝖗𝖆𝖌𝖆 ୧⋆ ˚｡⋆

-Some students´ low language proficiency level find it more challenging for them to deal with certain STEAM subjects.

-Depending on the region we are teaching, the cost and lack of resources needed may affect students and teachers as well.

-Time is an issue when teachers have a high workload, and they must find a way to learn about other subjects.

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⋆ ˚｡⋆୨ 𝕷𝖆𝖚𝖗𝖆 💕 𝕸𝖔𝖗𝖆𝖌𝖆 ୧⋆ ˚｡⋆

-There would be greater scope for interdisciplinary research and projects within the universities.

-Teachers of different fields can learn from each other and help one another, which enhances teamwork.

-Merging STEAM with foreign language learning prepares students for a globalized world as they will be equipped with the technical and linguistic skills demanded by companies.

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⋆ ˚｡⋆୨ 𝕷𝖆𝖚𝖗𝖆 💕 𝕸𝖔𝖗𝖆𝖌𝖆 ୧⋆ ˚｡⋆

-Some teachers are reluctant to learn new methodologies and to invest more time in planning and researching.

-It is sometimes hard to find specialists willing to help with certain topics that are hard for us to deal with.

-Learners attitude is not always the best as some of them do not think English is that important.

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- Resistance to change within traditional education systems.

- Rapid technological changes that outpace curriculum.

- Competition from private universities offering STEAM programs.

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-TEC is constantly looking for government initiatives to promote STEAM education.

-Development of partnerships with local businesses through extension programs.

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-Cultural perceptions of arts vs. STEM fields.

- Inadequate technological infrastructure in some schools at TEC.

- Insufficient emphasis on arts in STEAM at TEC.

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- Enhanced interdisciplinary learning.

- Development of critical thinking and creativity.

- Fostering innovation and entrepreneurship.

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motivation since topics are related to their field of study

If they already have knowledge about a second language, it would be great to learn new vocabulary

getting a feeling that they are in the right path.

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If they are not in the right place (sometimes they are too young to really know what they want to study), they will see it clear by having classes on these subjects and tend to change majors

If they do not have a background on English learning, classes would be really hard, more than a regular English class

Feeling overwhelmed by information or topics they have not seen in the regular classes of their majors.

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learning about subjects and topics they did not know were part of their majors.

Opportunities to find other areas of specialization out of Costa Rica

getting ready for the real world demands concerning soft and hard skills

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some tasks may require technology and connectivity and some students still lack of those basic elements

more complex activities may demand more time and this would add up pressure to their other duties as full time students

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Universities around the country have qualified professors who are looking for ways to improve this in their classes becuase we know it is what the market in the country needs.

Also, students will greatly take advantage of opportunities to grow and learn a second language for the needs of their fields.

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lack of specific training on STEAM programs for professors

lack ok access to materials or internet resources

a lot of study plans for college majors need to be updated

students lack a good level of english at all levels throught their school life

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interdisciplinary work between specific areas of knowledge, among different institutions with the same aim.

we might not be able to start big with an already established project, but we most of the time start little by little, implementing activities in our classes, which turn into projects and so on.

to be able to work with the companies to create alliances or projects.

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Lack of budget in the public school system and even in public universities (specially the branches around the country- Sede Regionales).

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Applying STEAM into our English classes will increase our student´s vocabulary and English knowledge facing them into multidisciplinary material.

Students may find learning English more interesting and motivating when they see its application in STEAM subjects. Steam will help students to develop skills like creativity, teamwork, and digital literacy, essential for future careers.

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TEC focuses on engineering and technology, providing opportunities to start STEAM projects involving language learning and fostering interdisciplinary collaboration.

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Some students might struggle with the technical language required in STEAM.

Teachers may need additional training to feel comfortable teaching STEAM-related content.

STEAM projects might be too challenging for students because of their low English level.

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At TEC, there have been some efforts to integrate language with technical subjects, but there may be a gap that makes STEAM cross-disciplinary projects harder to implement.

Students come from different backgrounds and some might face more challenges when grasping technical content in English. Also, they might not have the same resources.

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At TEC, there is a growing demand for implementing English within the technical subjects.

Also, TEC has many partnerships with different tech companies, industries, and organizations. These can offer real-world STEAM project to students.

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There might be a lack of students' motivation to learn English.

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Learning in a Holistic way helps the students.

Integrating language and STEAM encourages a more comprehensive education. Both technical and soft skills, which are highly valued in the labor market, are developed by students.

Creative Problem-Solving: By pushing students to confront problems from several perspectives, the integration of language and analytical thinking promotes this.

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Resources: Institutions may need more resources or updated curricula, and instructional materials when implementing multidisciplinary courses, perhaps in investment.

Assessment Challenges: Since technical skills and linguistic competency have separate evaluation standards measuring the success of such programs may be complex.

Curriculum Complexity: Designing programs that balance language and STEAM content can be challenging.

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Global Workforce Preparedness: Graduates with a good command of the language and a background in STEAM are more prepared for the global workforce, where cross-cultural and communication skills are crucial.

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Not all institutions may be prepared for such an integration due to limited infrastructure, traditional academic restraint, or lack of interdisciplinary collaboration between departments.

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Integrating STEAM can help teachers to have creative and innovative teaching methods and use new technologies.

English teachers can take the advantage and make classes to be tied to future careers in technology, engineering, or science, making the language more relevant to students.

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Not all students may have access to the same level of resources.

Not all the students may have access to Internet connection in their institutions.

Not all the teachers or institutions will apply STEAM in their curriculum because they already have their own programs.

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Some strengths that STEAM can bring to teaching are: critical thinking, team work and creativity among others. We have to take advantage of these aspects.

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Some weaknesses we can find when using STEAM are: 1. lack of knowledge about some of the fields covered such as mathematics, science and technology. 2. access to technology.

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Using STEAM in education brings everybody the opportunity to learn about different fields. It also brings us the chance to work with others. It is a big chance to develop soft skills as well.

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●Engineering students feel commited with science and technology.

●The institution and our education system promote the inclusion of STEAM as a key element to enhance skills that ss will need in their future.

●Our institution has communication laboratories that facilitate the combination of language teaching with STEAM tasks.

●Mobile technology allows us as educators create "portable laboratories" in our lesson plans.

●Current times make educators be constantly updated with technological strategies and tools.

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I believe the main threaten we face when using STEAM in our classes is the doubts or insecurities we may have about the process.

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Zur Flores●Old structured programs may push educators to be mainly focused on grammar-based content.●Shy students still feel afraid of interacting with high performers instead of taking advantage of this powerful input.●Sometimes institutional network does not work well, making some students depend on low mobile data usage.

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Zur Flores●Old structured programs may push educators to be mainly focused on grammar-based content.●Shy students still feel afraid of interacting with high performers instead of taking advantage of this powerful input.●Sometimes institutional network does not work well, making some students depend on low mobile data usage.

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●Working at TEC gives wide possibilities to ellaborate interdisciplinary activities which may involve the participation of different majors.

●Specific ESP courses open the possibility of involving STEAM and realia with the major.

●TEC offers multicultural spaces that may foster STEAM diacussiona from different points of views.

●TEC is strongly commited with extension and research programs.

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●The academic load on students may reduce enthusiasm at participating in STEAM assignments.

●The ever-changing budget for education threats quality in assets.

●Some students may feel reluctant when working in tasks that demand more time and effort.

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1. Language integrated into STEAM activities enhances the relevance of both subjects, making language learning more meaningful through authentic contexts.

2. Language learning in a STEAM environment promotes collaboration, communication, and creativity, all crucial skills for today’s global job market.

3. Students develop both linguistic and cognitive skills simultaneously.

4. STEAM projects often involve hands-on activities and creativity.

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1. Not all language teachers are prepared with the necessary skills or confidence in STEAM subjects. This gap can lead to challenges.

2. For beginners, integrating technical or scientific vocabulary might overwhelm them, leading to frustration or disengagement.

3. Measuring progress in both language and STEAM content can be difficult to standardize.

4. Language and STEAM both require significant classroom time.

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1. The use of digital platforms, simulations, or coding projects in STEAM education can also enhance language learning through interactive resources.

2. Integrating language with STEAM offers a chance to explore new methodologies, such as project-based learning, flipped classrooms, or technology-enhanced language learning tools, enriching both areas.

3. Teachers can work across disciplines.

4. Students are better prepared for global opportunities.

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1. Many institutions may lack the resources or funding to adequately support STEAM programs.

2. Student resistance.

3. Not all students may have equal access to STEAM learning resources or language learning support.

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-Lack of resources to work across disciplines.

-Limited computer skills.

-Connectivity issues.

-Lack of specialized skills and knowledge of the subject matter.

-Difficulty understanding STEAM integration in the language classroom.

-Difficulty determining authentic assessment strategies.

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-It would be great to work with experts (professors) from the different majors at UNA. The objective of English courses for students from other majors is that they develop their language competence as they study their discipline. However, STEAM can enhance students’ preparation and employability from an integral perspective. Language competence will not be seen as a requirement to fulfill but as an asset for their development as global citizens who can work collaboratively and purposefully.

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-Language teachers may want to do a deep dive study before incorporating STEAM in their classroom. The lack of knowledge and expertise in each discipline may cause teachers to hold back.

-Language proficiency and technical skills may pose challenges for learners and teachers.

-Fear may also be an obstacle. A new approach, method, or idea may be seen as a threat to the established curricular practices. Not sticking to a textbook, assigning asynchronous tasks, project-based tasks, for example. And many times, that fear is rooted in the idea that such innovative practices may not allow teachers “to cover all the topics”, “to study all the grammar structures”, “to finish the units from a book”.

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-The possibility to include cross-curricular subject matter is -definitely- a strength. From my experience, students from different majors are eager to learn English when they can experience the language in real, meaningful contexts, particularly.

-Learners can also experience guided inquiry in which they must ask critical questions, uncover answers, and apply what they learn, as they develop problem-solving skills, critical thinking, and creativity. This is a great opportunity for students to work on projects that prepare them for their future working worlds.

-By incorporating different disciplines, learners are exposed to a broad and rich variety of viewpoints, perspectives, narratives, and ways of understanding the world. In this way, they can learn to appreciate the importance and role of those disciplines and the value of other people’s (experts or not) experiences.

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There is an opportunity to strengthen collaboration with companies, offering students new experiences."

It fosters an interdisciplinary approach to teaching."

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-Lack of resources and limited access to internet.

-Be open to adopting new methodologies or approaches for integrating technology.

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-Internal regulations.

-Lack of commitment to implement a STEAM program.

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Rich cultural traditions that can enrich educational programs and foster community engagement.

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Some students may face financial challenges that affect their ability to access quality education and extracurricular activities.

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Increasing support for educational initiatives and scholarships can enhance access to quality education.

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Changes in the economy, especially in tourism, can impact job availability and funding for education.