# data[].attributes.body
In our school, we don’t have separate science classes yet, but we have established STEM clubs according to age groups. In the 2026–2027 school year, with the curriculum changes, we expect to create STEM classes

# data[].attributes.body
To be honest, Stem knowledge in schools is still not fully known. When root is mentioned, more robots and similar things come to mind. School staff (administrators and teachers) should be trained more in STEM. I'm trying to improve my skills about Stem. Despite all this, I try to provide my students with fun experiments and Stem skills they can apply. We prefer blended learning models by doing projects related to STEM.

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The main challenge we face at our school is that there is not enough education on the subject. I think teacher training is very important in this regard.

# data[].attributes.body
Not in my school

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In my work as a teacher teaching biology and the majority of my colleagues, I found the same thing, it is the interest in studying STEM disciples. A busy curriculum, with many redundant information in several disciplines, overloaded with many theoretical knowledge with a low emphasis on building practical skills. There is also a lack of career counseling in the specific skills of each student. In order to overcome some of these difficulties in my extra-curricular activities based on interdisciplinary projects along with my colleagues, I train the students to develop practical skills related to real life, in the formation of attitudes and values ​​of active employment in community life

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STEM is not known at my school. My teachers do not have time to apply STEM. It is very difficult to get out of the stereotyped training programs.

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În our school the theory is more important then practice. And as issue wee dont have materials to practice in school.

# data[].attributes.body
Our classrooms are crowded.

There is entrance exam to university in our country. Our students and teachers are exam centered.  when career development is infused into the curriculum, students can further their development of subject-specific competencies while exploring their options.

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I can not say that teachers pay little attention to the development of STEM, but I think that the most important problem in Lithuania is that teachers are not at all motivated to change their teaching methods, but, on the other hand, they also hindered the system who does not like innovation

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I present  current information and imae on te new technologies tat support the profession in wich our students

# data[].attributes.subject
I present  current information and imae on te new technologies tat support the profession in wich our students

# data[].attributes.body
I present  cur

# data[].attributes.body
Our school teachers focus on STEM career development during lessons, career advancement events

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I constantly present and relate to professional perspectives. I present current information and images on the new technologies that support the profession in which our students are formed.

# data[].attributes.body
Our school teachers focus on STEM career development during lessons, career advancement events, meetings with various professionals and study trips.

# data[].attributes.body
Teachers must be well educated and informed about STEM education and careers.

# data[].attributes.body
In my school there are teachers who integrate career counseling activities in the classroom, because my school has not yet developed a counseling strategy or a professional role. The only approach to counseling, if any, is to integrate a limited number of career-related activities into classroom activities provided by qualified teaching staff in scientific disciplines.

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teacher training is the main issue in my country. They don't have enough knowledge what STEM education is and, so how to apply this approach.

# data[].attributes.subject
teacher training is the main issue in my country. They don't have enough knowledge what STEM education is and, so how to apply this approach.

# data[].attributes.body
I think that teachers must be updated in all topics that are of interest of the students. In the case of my institute, there is an addes problem. There is no connection between scientists and technological industry, because I live in Canary Islands and the technological industry is on the mainland.

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The most common problem is the lack of professional figures at school to support student STEM learning. Many teachers prefer not to approach the new technologies and methodologies a bit for fear and a bit because the work of the tutor is underpaid and little gratified.

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İn Turkey;
there is Lack of STEM knowledge and Shortage in paractise.So teachers don't do STEM activities in their lessons

# data[].attributes.body
It is necessary that as a counselor we are aware of the activities that the technology will allow the population to carry out so that the new professions comply with improving the quality of life, the children of this generation understand how many of the current technologies work but they do not know which was the need that drove his invention and in which science participated to create them as teachers we must motivate the research in these subjects and the improvement of the current inventions ...

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Our school teachers upload career information to the science class by integrating the STEM program into their curriculum and organize, according to available options, special events and excursion  with  employers.

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Stem is an educational program developed prepare

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Understanding what science is and its many facets and connections, in addition to preparing students for university studies

# data[].attributes.body
In the school that I work we dont have a career counsellor and I think our problem is the lack of stem career guidance.

# data[].attributes.body
We don't have a career counsellor in our school. So, we must implement these skills into the subject we teach and I think most of those challenges, starting with career awareness and finishing with the reflection, mentioned in this section are encountered by our teachers.

# data[].attributes.headline
In my country science teachers try to take students to events organized by the university but those are very rare.

# data[].attributes.subject
In my country science teachers try to take students to events organized by the university but those are very rare.

# data[].attributes.body
Bogusława

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In my country, this is a new  field.  Lack of material basic are one of encountered often by teachers in  my school. And lack of teacher training in this area.

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In my country, most of science teachers do not spend time on experimentation but mostly on Theory.

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I believe that one can not predict what will be the future. Everything is too fast

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Teachers spend a lot of ours planning their lessons and not reading about the last trends in career development so I think that most of the time they are disconnected of the real world.
Furthermore, they haven't transitioned yet to collaborative teaching or combining different subjects to do projects.

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It is not easy to give carrer information: teachers usually teach for the present not for the future and students always ask 'how can this be useful for my future?'

# data[].attributes.body
The practice of career guidance in our country suffers from some shortcomings:
1. methodological deficiency and that the orientation activity was statically and punctually realized only at the end years of a school cycle.
2. Guidance activities consist in many cases only in informing the world of professions, without providing a grid of interpretation and integration of this knowledge with oneself.
3. a conceptual problem - the orientation was conceived as a special activity, which must be carried out in parallel with the educational process and by specialized personnel.
4. A school counselor is assigned to more than 1,000 students and that is why time for career guidance for a student is not enough to make the most appropriate decision.
It is well known that career counselors are often not well informed about careers in science and are therefore not well equipped to advise students on these issues.
This is also true for my school.

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In many italian school there aren't funds to form appropriate materials and environments suitable for experimental learning. I think it is important that the experimental sciences can be to do in lab and not only tell in a classroom, but often there aren't laboratory or material to make significant experiments, so we use computer programs but is not the same.

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The main problem is that very often students have wrong idea about scientists and their job. Most of the students are not motivated for STEM education and teachers put more emphasis on theory

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In the school where I work, there are colleagues who teach the technical disciplines necessary for the mechanical profile, but more theoretically. The school does not have a satisfactory endowment in this respect.

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As a Head and Physics teacher, I completely agree that since teachers are not connected to industry, they are not able to share latest career developments with their students. They need to do regular internships with Industry

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Bojana Janjić,
Serbia

I think teachers and counselors experience difficulties with information access, as STEM is only becoming a known subject in Serbia in general. There is a greater understanding of the need for proper career counseling, but I believe that no one can keep track of job opportunities, titles and requirements of the job market. I can agree that teachers are in general overburdened with a range of different tasks throughout their usual workday, and that leaves little time for self-improvement in this area, and investing oneself in student career counseling.

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As a Biology teacher i often fumble when students ask about practical applications of the topics they learn in the classrooms which we are not able to cater to

# data[].attributes.subject
As a Biology teacher i often fumble when students ask about practical applications of the topics they learn in the classrooms which we are not able to cater to

# data[].attributes.body
haritha, INDIA

# data[].attributes.body
Science teacher are not up to date on what is out there in careers. Teachers in my school don't have the personal experience on STEM. It's more theory then practice in school.

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Türkiye Biology
You can start with improving your students' sense of accomplishment. Creating awareness and functionality is an important part of education. It is also necessary to reveal the ability to adapt to modern systems. It will be easier to plan career for individuals with these equipment.
The first of the most important problems in career planning is change resistance and the second is the lack of expectations about the future or the individuals who do not carry this concern.

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Andrea, France                                       Most often teachers do not know where they can get information geared toward helping them make STEM relevant to their students?                    "Development Council notes both teachers and counselors lacked proper career information: "...noted a lack of comprehensiveinformation about careers, especially newer job titles."

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Andrea, France                                       Most often teachers do not know where they can get information geared toward helping them make STEM relevant to their students?                    "Development Council notes both teachers and counselors lacked proper career information: "...noted a lack of comprehensiveinformation about careers, especially newer job titles."

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Solutions include:
"Key informants repeatedly commented that a critical role for teachers to engage students in science
careers is to act as conduits by introducing students personally to scientists, their worksites, and their
work. Study interviewees called for meaningful worksite experiences, a clearinghouse of internship
opportunities, and funding to take students to lectures and science events."

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In our country, exams are being made to settle in a higher education institution at the secondary and high school levels.Children and teachers organize their plans according to these exams.
As a result, STEM is virtually absent from career plans.

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Teachers put more emphasis on theory and just a little bit on practice. I am certain that they do not have STEM qalification

# data[].attributes.body
A great deal of overloaded material on a theoretical basis but no connection to real life skills and needs.. Students are often demotivated because they do not understand why they are learning what they are introduced and how this may connect to their real and future live

# data[].attributes.body
too much theory and too little practice

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the problem i usually fcome across is that lack of motivation. Students lose themselves within the questions of 'what will i do with it or will i use it in the real life' I think in this point counsiling is very imoartant and we should give our students someting that will use in their career.

# data[].attributes.headline
Yasemin Atılgan Selçuklu Kindergarden Konya /TURKEY 

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Yasemin Atılgan Selçuklu Kindergarden Konya /TURKEY 

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Lack of knowledge and experience of teachers on STEM education Teachers' tasks are merely transferring information and thinking that it is a note taken from the examination Problems are not associated with everyday life Students lack the activities to develop problem solving abilities to solve problems

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My school has very good career counselors. Various events are taking place. The former pupils come to school and tell about their education. There are career days when there are many professions in the school. However, my pupils at the age of 19 do not know who they are.

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İn my coutry,our teachers don't  have necessary STEM qualificatians,they are not able to practise the STEM applications.

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no time, no desire, no money ...

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STUDENTS DAILY LIFE SIMPLE PROBLEMS EVEN UNCOMPATIBLE INFORMATION IS NOT PRODUCED IN SCHOOLS. SCHOOL INFO FACILITY EXPERIENCE VERY LESS.

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The most common problem is the lack of classroom resources to support student STEM learning

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There is no institute for career counsellor without fund so cooperation between teachers and career counsellor in public school is generally limited. However it should be connected with them through developed regulations and gained funds.

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Teachers have difficulty in  training instructional programs.
They also have difficulty developing models, materials or designs.

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Even though the significance of early introduction to STEM subjects is
being discussed recently by many researchers, serious initiative for national regulations, curriculum
development, teacher preparation, and setting standards is still lacking for Turkey. Considering the demands of the new information era, ensuring every child to receive a qualified STEM
education starting from early childhood would be a logical investment for a country which intend to enhance
its capability of sustainable development. As mentioned before, there is a large amount of research point out
the significance of enhancing practices of STEM education starting with the early childhood. Unfortunately the
studies regarding to the STEM education in Turkey do not signify the key role of early childhood institutions in
terms of enhancing children’s scientific thinking skills and their attitudes towards scientific disciplines.
Children are inherently curious and eager to learn. Education should be designed to promote these innate
motivations of children. Keeping them exploring and ensuring their prospective success should be the prior aim
of the full array of early childhood stakeholders. Educators, policy makers, initiators, businesses should
cooperate to create a smooth continuum of STEM education for early childhood field, in order to raise citizens
who are capable of critical and analytical thinking and using their knowledge to solve daily life problems to be
able to compete with other countries in the 21th century. That can be ensured by integrating these fields with
each other, constructing connections with children’s daily life, utilizing age appropriate approaches, supporting
pre‐service and in‐service training of teachers in STEM areas, building quality network among academicians,
teachers, policy makers, companies, and community.
In order to achieve the goal of being capable of competing with developed countries both economically and
culturally, children should be raised with an approach to nurture the skills that are necessary for creativity,
problem solving and critical thinking. Since STEM education has the potential to enhance these skills, teachers,
educators, scientists, engineers, government, and entrepreneurs should work in collaboration and support
early introduction of STEM disciplines with an appropriate approach. Steps that should be taken may include:
STEM education for early childhood in Turkey should be coordinated with the developed countries such as
United States and United Kingdom. Partnerships and projects should be established with these countries. Early
childhood teachers should receive quality education to enhance their content knowledge on STEM subjects.
Early childhood education departments in universities should offer courses related to STEM fields both for
undergraduate and graduate level. Also, in service trainings should be provided in regular basis to enhance
content knowledge of teachers about STEM disciplines and promote teaching practices of STEM disciplines in
an integrated manner with a developmentally appropriate approach. Universities, schools, government,
businesses, and community should work in collaboration to enhance STEM learning of early childhood children.
Pilot STEM schools can be established for investigating the opportunities, and elucidate the phenomena. By
that way a research based STEM curricula can be developed which use learning trajectories that build upon
children’s needs, abilities, and knowledge. For providing informal learning experiences science museums or
science centers should be established in every city by government or by private companies. By that way STEM
education should be given all children regardless of their gender or socioeconomic status.
Achieving these goals will require a serious commitment, coordination, and effort, but it will yield tremendous
outcomes such as raising citizens capable of 21th century skills.

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It's quite usual to find STEM teachers that can't encourage their pupils because they have no willing to do it.
Students choose their subjects depending on the teacher they hace. If we are able to empathize with our students and they trust us, we will get more STEM students.

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The vision that the teacher has fom technology is very important for the guidance of is students in order to help then decide if a STEM career is good for then

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All teachers in my surrounding have so many job assignments that they don't have enough time to spend on encouraging students to explore science-related career options. All STEM teachers show have more time for their own professional development and individual counselling work with students outside of the regular classes.

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In secondary school in Romania we don`t have a career counselling. Each class has a teacher designated to be class principal (diriginte), besides teaching his or hers usual subject. Additional counseling may be provided by a special counselor (consilier pe probleme de educație – counselor on educational issues) or by a school psychologist.

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In my school, STEM is not the priority (as the headmaster says.....) but I persevere. Some students are very interested  They, if they could, could also give a scientific key to their career (though they will work in tourism), but the need and desire to work, leads them to set aside science

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We don't have a professional carrer consultant in my school.

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Jeane de Fatima - Rio de Janeiro - Brasil

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Jeane de Fatima - Rio de Janeiro - Brasil

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The teacher in the classroom has a very important function, it can arouse curiosity and interest through activities.
Create opportunities and present your students with a new look at science

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The situation in our school is like at Mirela's Emilia Pop, Romania school. STEM, like other programs, we must integrate in subjects.

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The best solution to the STEM problem is to go out with students to real job places - show the real jobs and duties We need to encourage students to become interested in a particular job and get to know them with the pros and cons of a position. The real environment is the key for students to learn about work and jobs.

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Science counselors has a decorative role ( if they have at all) in career counseling. Career-counselling activities take place in a poor environment by poor trained teachers and of course has poor results.Often, parents do the job better.

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We learn in a small rural school. My colleagues do not yet use enough methods, I think, to include practice in science classes. It should alternate these interactive methods with the traditional ones, especially since this year we also have 5th grade digital textbooks, so hours become more attractive for children.

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Our teachers in my school are not open to self-improvement. Teachers do not spend time with different methods and techniques because the examinations in our education system measure only knowledge

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career counseling is not yet provided in the education system in our country due to stem education.

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In my country;
Teachers haven’t got  enough educations about Stem.
Teachers don't want change to their teaching methots.
Schools haven’t got  enough material for activity.

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I am a beginner STEM teacher
In my school I plan to work together to promote STEM's career.
The biggest challenge - persuading students to choose the right one

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Certainly to strengthen collaboration between schools and businesses in EU Member States and in particular in regions where is  high the youth unemployment rate,  it is  important to raise awareness of career prospects as a study path in the field of science, technology, engineering, Mathematics, can offer, so as to address young students accordingly and encourage their inclusion in the world of work.

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I think that the most important problem in Italy is that teachers are not motivated at all to change their teaching methods, but, on the ather hand, they are also obstacolated by the system who doesn't like innovation

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I believe there is a lack of guidance of STEM. Many teachars have no idea of what STEM really is, so its' impossible to prepare capable "STEM students". Besides, there aren´t enough STEM advisors.

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The inadequacy of teachers to implement STEM Education and the fact that schools do not have the appropriate equipment and facilities. Another problem is the inadequacy of planning in the STEM framework of in-school and out-of-school activities.

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Teachers have difficulty in preparing measurement instruments, training instructional programs, and timely formal procedures.
They also have difficulty developing models, materials or designs.

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1. Lack of STEM career guidance in schools.
2. Lack of collaboration between teachers in schools and the  academicians

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Teachers have difficulty in preparing measurement instruments, training instructional programs, and timely formal procedures.
They also have difficulty developing models, materials or designs.

# data[].attributes.body
In my country there are some educational advisors, but unfortunately this does not work, they do not help us and never visited us

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Turkey
Teachers in our school do not have as much experience and knowledge as they are capable.They do not have the necessary materials and suitable environments.Personal development is expensive in training ...

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In our school we do not have any kind of career counselling.In my opinion it is something that we  have to change.The students are the only ones who try to find information about their future careers.

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One of the most important challanges we face is getting the children on trips in the idustry. I think it is one of the best tools for awakening the children's passion on the matter but it is very difficult to find people willing to accept us.

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Fortunately, my school has a dedicated professional to advice students about their future. And according to their skills they manage, almost all the times, to choose a university course that they like and at the same time, that they have skills to finish it. Careers can, nevertheless, be advised by teachers, but most of the time, teachers don’t have the time they need to do it, or the updated info. So there is a professional that can help students this way.

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We don't have a profesional career consultant in my school.
The class masters are the techers who working to motivate them to the STEM careers.

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Lack of STEM teaching models among the teachers, barriers they face in bringing both professionals into the classroom and studentsto professional settings and transportation costs.

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There is a "bumping" in the directions specified in the table presented
Efforts are small but there is, and that's important
Access to information, to a variety of resources, probably in the future, will allow us to tick all the options presented in the table

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Unfortunately, there aren't any STEM career counselors in our school. The only approach to counselling is that of integrating a limited number of career related activities in classroom activities, delivered by school staff. Moreover, there are only a few labs which don't allow us to organize our school activities in a proper way.

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In my school we are studying the history of scientists to understand their training, their lives, the progress they have made.

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We are teaching in a rural small school. My colleagues do not still use enough methods, I think, to include practice in their science classes.

# data[].attributes.body
We don't have a professional career consultant in my school. The class masters are the teachers who are working to motivate them to the STEM careers.

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In my country, most of the challenges are seen at schools and i think most important one is that students cannot have adequate sources in the classrooms to support their learning. Secondly, teachers may not have up-to-date knowledge of science career pathways

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In Estonia we have a career center, in our school we have a career counseling.
In Estonia at the level of the gymnasium, students choose subjects for study. For special courses, teachers make up their own curriculum. In our school students show interest in learning IT subjects and robotics. They get practical skills in these lessons and are interested in STEM career. Our science teachers are trying to give students a career awareness.

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In ouer schools we have only one person which met in a students only few times on year

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My school provides students with training for the theoretical and for the technological branches. Ever since admission to high school, students chose one of the branches according to the goals they were pursuing after completing the high school. There are situations where they change their minds and change their targets, but I'm not convinced that they do it on the basis of a process of self-knowledge and self-evaluation in relation to the requirements of the chosen profession.

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Our high school is a good one, so more than 90% of the students continue the studies at university. But, not all of them are decided about the direction of following studies. They wait till graduation for the final decision and sometimes, is not the best choice. Periodically we develop programs of counseling through educational projects including role plays in exercise firms. Something is moving in the right direction.

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In my school, we have great difficulty to introduce career activities in classes, to all students, particulary in high school, because schools are higherly concerned with subjects and exams.

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I think that our country is not at a sufficient level for STEM disciplines and STEM teaching method. The most important reason for this is that teachers do not have STEM awareness, there is not enough STEM work in education faculties, and our curriculum does not address real life problems.

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Besides the challenges mentioned in the report I think one challenge is that a barrier between STEM professionals and schools still exists. Either because of resources and time or the famous "Ivory tower". Another problem that I see, coming from a research background myself, is that sometimes even the STEM professionals, specially in academy are also ignorant about the different pathways a STEM preparation can take. So as I see it is a double problem, teachers wanting to contact with this professionals that do not have all the panorama of the richness of STEM careers.

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We don't have a professional career consultant in my school. But we have physiological consulting service. They arrange University trips every year. They invite some people who have a good career in their job to give conference to the students. The teachers don't have any Stem career awareness in the schools in Turkey.