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Challenges and potential in implementing STE(A)M in teachers’ practices: a systematic review
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Orientador(es)
Resumo(s)
The potential of STE(A)M has been widely recognised in recent years; however, challenges have also been identified in the implementation of this approach, making it important to deepen research into teachers’ practices. In this study, we conducted a systematic review focused on teaching practices within a STE(A)M approach, to understand what challenges and limitations teachers encounter, as well as the possibilities authors suggest to overcome them. The research question is: What are the challenges and potentialities of implementing the STE(A)M approach in teachers’ practices? This review analysed articles indexed in the Web of Science and Scopus databases over the last eight years, following the PRISMA scheme. The 26 articles examined highlight challenges such as time management, lack of resources and funding, limited guidance, gaps in teacher training, difficulty integrating subject areas, issues implementing new technologies and obstacles imposed by school structures. In light of these, the following proposals were suggested: placing greater emphasis on STE(A)M in initial and continuing teacher education, increasing support from schools and government bodies, encouraging collaborative work between teachers from different areas, adopting innovative strategies and methodologies and offering a clearer conceptualisation of STE(A)M.
Descrição
Palavras-chave
STEAM Systematic review Teachers Teaching practices
Contexto Educativo
Citação
Teixeira, Patrícia Bértolo; Rocha, Helena; Martins, Cristina. (2025). Challenges and potential in implementing STE(A)M in teachers’ practices: a systematic review. International Journal of Mathematical Education in Science and Technology. ISSN 0020-739X. 56:8, p.1-18
Editora
Taylor and Francis