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STEAM Education, an interdisciplinary approach is gaining popularity in schools worldwide. Despite its popularity little empirical data exists to guide effective instructional practices of teachers, and even less is known about the challenges associated with instructions. Bringing this approach into the classroom requires teachers with the necessary professional competencies. Teachers’ perceptions may influence their ability to learn this emerging approach and may affect their teaching procedures, planning, teaching methodology and consequently, the students’ learning will be influenced by these perceptions (Margot & Kettler, 2019; Srikoom & Faikhamta, 2018).

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How school teachers perceived the challenges of Implementing STEAM Education?

How school teachers perceived the opportunities of Implementing STEAM Education?

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Qualitative study

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Participants were between 24 to 46 years with work experience ranging from 3 to 18 years.

Education profile of the respondents showed that 37% had Graduation degree, 50% had Master degree while 13% had M.Phil degree.

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Teachers from NGO school chain in Lahore

4 primary schools were part of the study.

From each school, 4 teachers teaching subjects of Mathematics, Science, Social Studies and English (class 4/5) were selected.

Sample Size was 16 Teachers

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1. To explore the challenges which the teachers associate with STEAM Education

2. To explore opportunities which the teachers associate with STEAM Education

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Interview protocol was used for data collection, validated by experts.

Interviews were conducted from the participant teachers of NGO schools

Thematic analysis of the data was done and major themes emerged.

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                                         KEY FINDINGS

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                                         KEY FINDINGS

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Study concluded that overall the teachers had a positive perception towards STEAM Education and its implementation in schools.

Study highlighted that application of the STEAM approach in learning has certain difficulties for teachers. Teachers need to learn to work outside their usual approaches and to act as STEAM facilitators in the classroom. Collaboration among teachers from different disciplines can be crucial for successful STEAM implementation. Sharing resources, planning lessons together, and providing peer support can create a more supportive environment.

Need for teacher professional development program  and support from the school head was also highlighted as an important aspect for implementing STEAM education in schools.

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It is necessary to promote the professional development of teachers in STEAM through designing training programs that improve knowledge about the approach and deliver the necessary tools to implement it in the classroom.

These programs should be designed in a way to help teachers increase their knowledge and the necessary confidence to design, co-design, and re-design STEAM activities suitable for their particular contexts.

The school administrators should take active steps in supporting the teachers to implement STEAM Education program.

Further studies should be conducted for obtaining insight in this area of research