Copy igh © ISRG Publishe s. All igh s Rese ed.
DOI: 10.5281/zenodo.17291531
42
ISRG PUBLISHERS
Abb e ia ed Key Ti le: ISRG J Edu Humani Li
ISSN: 2584-2544 (Online)
Jou nal homepage: h ps://is gpublishe s.com/is gjehl/
Volume – II Issue – V (Sep embe -Oc obe ) 2025
F equency: Bimon hly
The impac o a aining p og am o p ima y school eache s on de eloping
p ac ices based on he me hodology STEAM
Mona Saleh Al-Saeedan
Head o he Science Depa men a Sa'da Bin Aw In e media e Gi ls School Capi al Educa ional Dis ic Kuwai
| Recei ed: 27.09.2025 | Accep ed: 05.10.2025 | Published: 08.10.2025
*Co esponding au ho : Monga e T. Mogoki
Head o he Science Depa men a Sa'da Bin Aw In e media e Gi ls School Capi al Educa ional Dis ic Kuwai
Abs ac
This s udy aimed o in es iga e he impac o a aining p og am on enhancing eaching p ac ices o elemen a y school eache s
based on he STEAM me hodology. The s udy employed a mixed-me hods app oach (quan i a i e–quali a i e) wi h a sample o 10
emale eache s om a p i a e school in Amman du ing he i s semes e o he 2024/2025 academic yea . Da a collec ion ools
included an obse a ion checklis o measu e eaching p ac ices and semi-s uc u ed in e iews o explo e eache s' knowledge and
challenges.
The aining p og am was conduc ed o e ou days, i e hou s pe day, ocusing on p oblem-sol ing, p ojec -based lea ning,
inqui y-based lea ning, and design hinking s a egies. Quan i a i e esul s indica ed s a is ically signi ican di e ences be ween
p e- and pos -p og am sco es in a o o he pos - es , wi h he mean inc easing om 85.92 o 92.69, a 7.9% imp o emen .
Quali a i e indings e ealed enhanced knowledge o 9 eache s and a shi owa d p ojec -based and inqui y-based eaching
p ac ices, despi e ongoing challenges ela ed o esou ces, ime cons ain s, and cu iculum load.
The s udy ecommended con inuous aining p og ams, he es ablishmen o p o essional lea ning communi ies, suppo i e
lea ning en i onmen s, and es uc u ing o he school ime able and cu iculum.
Keywo ds:
STEAM me hodology, eaching p ac ices, elemen a y s age, aining p og am, p oblem-sol ing, p ojec -based
lea ning, design hinking, inqui y-based lea ning.
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In oduc ion:
In ecen decades, he educa ion sys em has wi nessed a adical
ans o ma ion owa ds adop ing in e ac i e and in eg a ed
educa ional models ha espond o he equi emen s o he digi al
e olu ion and echnological p og ess. This me hodology STEAM
is one o he mos p ominen o hese con empo a y ends,
in eg a ing science, echnology, enginee ing, a s, and ma hema ics
in o an educa ional con ex ha os e s c i ical hinking, c ea i i y,
and p oblem-sol ing—essen ial skills o 21s -cen u y lea ne s.
Wi h he accele a ing digi al ans o ma ion and inc easing eliance
on sma and in e ac i e lea ning echnologies, i has become
impe a i e o equip eache s wi h eaching skills ha a e
compa ible wi h digi al lea ning en i onmen s and ha employ
echnology in meaning ul, eal-wo ld con ex s.
Mode n educa ional ends seek o imp o e he quali y o
educa ion by adop ing in eg a ed cu icula ha p epa e s uden s o
he demands o he 21s cen u y. This me hodology is STEAM is
one o he mos p ominen o hese cu icula, as i in eg a es
science, echnology, enginee ing, a s, and ma hema ics,
de eloping c i ical hinking, c ea i i y, and p oblem-sol ing
(Randa e al., 2022; Subek i e al., 2024). In his con ex , he
impo ance o empowe ing eache s in he p ima y s age is
highligh ed in acco dance wi h he Jo danian na ional amewo k,
which emphasizes hei ole in p epa ing lea ne s o li e (Zan ou ,
2024; Gene al F amewo k o Jo danian Cu icula, 2024).
Howe e , obs acles such as poo aining, limi ed esou ces, and
weak in eg a ion be ween disciplines limi he ealiza ion o his
app oach (Al-Shamma i e al., 2022; A zal & Tandel, 2025).
The s udy con i med ha Ahmad, 2025) s a ed ha imp o ing
eache s' digi al compe ence con ibu es o aising he quali y o
educa ion and achie ing he Sus ainable De elopmen Goals.
Se e al s udies ha e also emphasized he impo ance o oca ional
aining in acili a ing he implemen a ion o he STEAM
me hodology. Quigley e al.'s (2020) s udy indica ed ha aining
p og ams ha employ STEAM s a egies con ibu e o inc easing
he e ec i eness o lea ning in class ooms, while Boice e al.'s
(2021) s udy demons a ed ha specialized aining enables
eache s o o e come challenges such as limi ed esou ces o a
gene al unde s anding o he me hodology.
Based on hese da a, he cu en s udy aims o in es iga e he
impac o a aining p og am speci ically designed o p ima y
school eache s in a p i a e school in he capi al, Amman, du ing
he i s semes e .2024/2025, wi h he aim o de eloping hei
eaching p ac ices acco ding o he STEAM me hodology. The
p og am ocuses on inno a i e educa ional s a egies ha include
p oblem-sol ing, p ojec -based lea ning (PBL), inqui y-based
lea ning, and design hinking, while employing echnology and
a i icial in elligence o enhance in e ac ion and c ea i i y in he
lea ning en i onmen .
S udy p oblem
P ima y school eache s ace mul iple challenges in implemen ing
he me hodology. STEAM as an educa ional amewo k enhances
s uden s' c i ical hinking, c ea i i y, and p oblem-sol ing skills.
Despi e he impo ance o his me hodology in imp o ing he
quali y o educa ion, Al-Shamma i e al.'s (2022) s udy indica ed
ha science eache s ace di icul ies in implemen ing STEM
in eg a ion due o a lack o aining. Ahmad (2024) ecommended
he need o p o ide specialized aining p og ams o acul y
membe s and imp o e echnical in as uc u e a uni e si ies.
Boice e al. (2021) con i med ha ongoing aining suppo is
essen ial o unde s anding and implemen ing STEAM. This aligns
wi h he indings o Al-Ha bi's (2022) s udy, which showed ha
cu en p og ams a e insu icien o enable eache s o adop
inno a i e p ac ices. In he same con ex , Vachhiya & Tandel
(2025) indica ed ha eache s s ill ace challenges ela ed o hei
pe cep ions and capabili ies, ein o cing he need o e ec i e
aining p og ams. Subek i e al.'s (2024) s udy also demons a ed
ha in eg a ed aining con ibu es o enhancing eache s' abili y o
design ac i i ies ha combine a s and sciences, enhancing s uden
engagemen and mo i a ion.
Based on his li e a u e, he gap in aining p ima y school eache s
in line wi h he equi emen s o he me hodology becomes
clea .STEAM o ms he basis o his s udy, which aims o
in es iga e he impac o a p oposed aining p og am on
de eloping eaching p ac ices. The p og am is based on inno a i e
educa ional s a egies, including p oblem-sol ing, p ojec -based
lea ning (PBL), inqui y-based lea ning, and design hinking, while
in eg a ing echnology and employing a i icial in elligence o
enhance in e ac ion and c ea i i y in eaching. The s udy seeks o
answe he main ques ion:
1- Wha is he impac o a aining p og am on de eloping he
eaching p ac ices o p ima y school eache s using he STEAM
me hodology?
S udy hypo hesis:
The e is a s a is ically signi ican di e ence a he le el o (α≤
0.05) be ween he a e age sco es o p ima y school eache s on he
obse a ion ca d o eaching p ac ices based on he STEAM
me hodology, a ibu ed o he applica ion o he aining p og am,
be ween he p e- and pos -measu emen s.
Impo ance o he s udy
The heo e ical impo ance o his s udy s ems om i s con ibu ion
o en iching educa ional li e a u e by deepening he unde s anding
o he impac o aining p og ams based on he me hodology.
STEAM (Science, Technology, Enginee ing, A s, and
Ma hema ics) is used o de elop eaching p ac ices among p ima y
school eache s. I also con ibu es o b idging a esea ch gap
ela ed o in eg a ed oca ional aining by p o iding a heo e ical
amewo k ha links academic and p ac ical dimensions o
enhance eaching compe encies in acco dance wi h he in eg a i e
app oach o he STEAM me hodology.
The p ac ical impo ance o his s udy lies in he design and
implemen a ion o a aining p og am based on he me hodology.
STEAM con ibu es o de eloping he compe ency o p ima y
school eache s and imp o ing hei class oom p ac ices, in line
wi h he Na ional Cen e o Cu iculum De elopmen 's (NCCD)
o ien a ion owa d in eg a i e educa ion in Jo dan. By equipping
eache s wi h mode n educa ional s a egies such as inqui y-based
lea ning and design hinking, he p og am enables s uden s o
imp o e lea ning ou comes and enhance hei engagemen and
mo i a ion o lea n. I also helps eache s o e come challenges
associa ed wi h implemen ing he me hodology, such as limi ed
esou ces o a gene al unde s anding o i s equi emen s, as
con i med by p e ious s udies such as Quigley e al. (2020) and
Boice e al. (2021). Fu he mo e, he p og am opens he way o
eache s o design in eg a i e lea ning ac i i ies ha combine a s
and sciences, con ibu ing o a mo e c ea i e and in e ac i e
lea ning en i onmen , as demons a ed by Subek i e al. (2024).
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S udy limi a ions and bounda ies
The cu en s udy was de ined by he ollowing limi a ions:
Time limi s: The s udy was implemen ed du ing he academic
yea .2024/2025, speci ically du ing he i s semes e . Spa ial
bounda ies: The s udy was implemen ed in a p i a e school
a ilia ed wi h he Minis y o Educa ion in he capi al, Kuwai .
Objec i e bounda ies: The s udy was limi ed o he impac o a
aining p og am o p ima y school eache s o de elop eaching
p ac ices based on he STEAM me hodology.
S udy limi a ions he sample consis ed o 10 p ima y school
eache s who pa icipa ed. The s udy esul s we e de e mined based
on an assessmen o he alidi y and eliabili y o he ools used.
The esul s can only be gene alized o he communi y om which
he s udy sample was collec ed and o simila communi ies. The
esul s we e also de e mined based on he pa icipan s' hones y and
objec i i y in hei esponses o he i ems in he ool used.
S udy a iables: This s udy add esses he ollowing a iables:
Independen a iable: The aining p og am based on he
me hodology. STEAM
Dependen a iables: eaching p ac ices o p ima y school eache s.
Ope a ional de ini ions
T aining P og am: I is p ocedu ally de ined as a se o aining
sessions and educa ional ac i i ies ha a e designed o enhance he
skills o p ima y school eache s in applying he me hodology
STEAM, which was implemen ed du ing he i s semes e o he
2024/2025 academic yea a a p i a e school in he capi al,
Amman.
P ima y school eache s: They a e p ocedu ally de ined as he
pa icipan s in he s udy, and hey a e:10 emale eache s om a
p i a e school ope a ing unde he supe ision o he Minis y o
Educa ion in he Amman Go e no a e will each g ades one
h ough six du ing he i s semes e o he 2024/2025 academic
yea .
Me hodology STEAM I is p ocedu ally de ined as he in eg a i e
educa ional app oach ha links sciences, Technology, Enginee ing,
A s, and Ma hema ics wi hin an in e connec ed amewo k based
on p ac ical applica ion and eal li e, o med he heo e ical and
p ac ical amewo k o designing he aining p og am and
measu ing eache s’ p ac ices h ough in e iews and class oom
obse a ions.
Theo e ical li e a u e and p e ious s udies
The need a ose o STEAM add esses he lack o c ea i i y in
adi ional STEM, wi h he addi ion o he a s o c ea e a mo e
holis ic lea ning expe ience. The STEAM me hodology eme ged as
a na u al e olu ion ha in eg a es science, echnology, enginee ing,
he a s, and ma hema ics wi hin an educa ional amewo k ocused
on in e disciplina y in eg a ion and inqui y-based lea ning
(Nguyen, 2025). STEAM is de ined as an educa ional app oach
ha encou ages c ea i e hinking and p oblem-sol ing by
in eg a ing he a s wi h scien i ic disciplines, os e ing inno a ion
and p o iding a comp ehensi e lea ning en i onmen
(Kizhuka akka u, 2025).
Me hodology STEAM Impo ance and Applica ion in he
Educa ional P ocess:
The me hodology is STEAM is an in eg a i e educa ional
amewo k ha links science and he a s, enhancing s uden s'
communica ion, c ea i i y, and collabo a ion skills and enabling
hem o add ess challenges in inno a i e ways (Alkha ib, 2025;
As i an e al., 2025). I is based on cons uc i is heo y and he
p inciples o Piage and Vygo sky, whe e lea ne s lea n h ough
expe ience and social in e ac ion (Zin e al., 2024). I also employs
s a egies such as p ojec -based lea ning and design hinking o
de elop analy ical hinking and eamwo k (Juliangka y e al.,
2024). I is linked o au hen ic assessmen , which measu es
s uden s' abili y o apply knowledge o eal-li e si ua ions, beyond
adi ional es s (Qablan e al., 2024).
P o essional de elopmen and aining p og ams in con ex
STEAM
P o essional de elopmen is de ined as a con inuous p ocess o
de eloping eache s’ cogni i e, echnical and p o essional skills o
mee con empo a y educa ional challenges (Zan ou ,2024). In he
con ex o STEAM, i ocuses on enabling eache s o mo e om
adi ional eaching o in e disciplina y p ac ices, such as designing
ac i i ies ha combine science and a , such as c ea ing
enginee ing models wi h simple ma e ials (Boice e al., 2021).
Con i m Sil a-Ho mazábal & Alsina (2023) a gue ha
p o essional de elopmen ans o ms eache s in o e ec i e human
esou ces, while Roshayan i e al. (2022) sugges ha eache s'
p o essional eadiness is he co ne s one o STEAM success,
equi ing ongoing aining o build hei con idence. S udies
indica e ha he quali y o aining p og ams depends on hei
ele ance o eache s' ac ual needs and he equi emen s o
implemen ing he STEAM me hodology in he school con ex .
Model enhances TPACK in eg a es echnological, pedagogical,
and con en knowledge, suppo ing he design o in eg a ed
lea ning expe iences (Koehle & Mish a, 2023). P o essional
lea ning communi ies (PLCs) encou age collabo a ion among
eache s o de elop p ac ices h ough sha ed e lec ion (DuFou &
Fullan, 2023).
A s udy con i med ha Sega a-Mo ales & José (2024) emphasized
he impo ance o a p ac ice-based aining model, which allows
eache s o apply wha hey ha e lea ned in a eal eaching con ex ,
while p o iding ongoing eedback. Behe a e al. (2025) also
indica ed ha models ha e ec i ely in eg a e echnology in o
aining enhance eache s' con idence and imp o e hei eadiness
o implemen he me hodology.
P e ious s udies
The esea che p esen ed he mos impo an s udies ha e ealed
he impo ance o STEM/STEAM in eache aining and
quali ica ion in gene al and is sequenced om oldes o newes .
Al-Mu ai i's s udy aimed o:(2023) o iden i y he e ec i eness o
an en ichmen eaching p og am based on he STEM app oach in
de eloping 21s -cen u y skills among middle school s uden s. The
s udy adop ed a quasi-expe imen al app oach wi h a wo-g oup
design and included a sample o 60 second-g ade middle school
s uden s, di ided in o an expe imen al and a con ol g oup. The
s udy used an elec onic ques ionnai e as he p ima y ool o
measu e c i ical hinking and c ea i i y skills. The esul s showed a
signi ican imp o emen in he pe o mance o he expe imen al
g oup compa ed o he con ol g oup, wi h s a is ically signi ican
di e ences in a o o he expe imen al g oup. The s udy
ecommended implemen ing STEM-based eaching p og ams o
enhance 21s -cen u y skills and aining eache s o design
en ichmen ac i i ies.
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Sha a al-Din's s udy sough o(2023) o in es iga e he
e ec i eness o a aining p og am based on he STEM app oach
in imp o ing he eaching pe o mance skills o emale s uden
eache s. The s udy used a desc ip i e, quasi-expe imen al
app oach wi h a single-g oup design, and included a sample o 22
emale s uden s om he ou h-yea physics depa men , who
we e in en ionally selec ed. An obse a ion scale was used o
assess eaching pe o mance skills as a s udy ool. The esul s
showed s a is ically signi ican di e ences be ween he p e- and
pos - es s in a o o he pos - es , wi h a con inued posi i e e ec
on he ollow-up es . The s udy ecommended STEM-speci ic
cou ses in eache p epa a ion p og ams and p o iding a suppo i e
lea ning en i onmen o apply acqui ed skills.
Al-Hamou i's s udy aimed o:(2023) & ( abieh, Fayiz, Al awalbeh,
& Ahmad, 2024) To iden i y he di icul ies o implemen ing he
STEM app oach in eaching science a he p ima y le el and
p opose p ac ical solu ions. The s udy adop ed a desc ip i e-
analy ical app oach and included a sample o 60 eache s in public
schools, who we e in en ionally selec ed. The s udy used a
ques ionnai e o measu e he di icul ies and p oposed solu ions.
The esul s e ealed mode a e di icul ies in implemen ing STEM,
mos no ably he lack o echnological ools and specialized
aining p og ams. The s udy p oposed de eloping in ensi e
aining p og ams, p o iding mode n educa ional esou ces, and
s eng hening ins i u ional suppo .
The s udy in es iga ed Mehddi e al. (2024) The impac o
p o essional de elopmen p og ams on enhancing he in eg a ion
o he STEAM me hodology in o eache s' p ac ices. The s udy
adop ed a desc ip i e app oach, using ques ionnai es and ield
obse a ions as s udy ools, and was applied o a sample o
eache s pa icipa ing in a p o essional aining p og am. The
esul s showed a signi ican imp o emen in he in eg a ion o
disciplines and an inc ease in eache s' abili y o design in eg a i e
educa ional ac i i ies, despi e ongoing challenges such as a lack o
educa ional esou ces. The s udy ecommended he con inua ion o
aining p og ams and he p o ision o he necessa y esou ces o
suppo he implemen a ion o STEAM in schools.
Al-Fa aj's s udy in es iga ed ((2024) The impac o an
en i onmen al modeling-based p o essional de elopmen p og am
on enhancing science eache s' pe cep ions o STEAM
implemen a ion. The s udy adop ed a quali a i e app oach and
included a sample o 17 pu posi ely selec ed eache s. Semi-
s uc u ed in e iews we e used be o e and a e he p og am as he
p ima y da a collec ion ool. The esul s showed a pa ial
imp o emen in posi i e pe cep ions o STEAM, al hough
challenges such as a lack o p o essional quali ica ions, limi ed
esou ces, and weak ins i u ional suppo pe sis . The s udy
ecommended he design o comp ehensi e aining p og ams ha
include p ac ical applica ions, along wi h p o iding ongoing
ins i u ional suppo o imp o e eache s' e iciency.
Al-Subhi's s udy ocused on: (2024) o in es iga e he e ec i eness
o he STEAM in eg a ion cu e in imp o ing he quali y o he
educa ional p ocess. The s udy adop ed a desc ip i e-analy ical
app oach and included a sys ema ic e iew o 40 s udies published
be ween 2010 and 2020 as a s udy ool, wi hou elying on a di ec
human sample. The esul s showed ha he applica ion o STEAM
con ibu es o p omo ing an ac i e lea ning en i onmen and
de eloping p oblem-sol ing and c ea i e hinking skills, e lec ing
he me hodology's po en ial o imp o e he quali y o educa ion.
The s udy ecommended mains eaming he STEAM app oach in o
school cu icula, wi h a ocus on de eloping aining p og ams o
eache s.
Zan ou 's s udy aimed o:2024) o de elop he p o essional
de elopmen o p ima y school eache s in acco dance wi h he
equi emen s o he STEM me hodology. The s udy adop ed a
heo e ical app oach, used documen analysis and p e ious s udies
as esea ch ools, and ocused on a documen a y analysis o cu en
cu icula and aining needs. The esul s e ealed an u gen need
o ins i u ional suppo and ongoing aining o eache s o
implemen STEM in ea ly educa ion. The s udy p oposed he
es ablishmen o specialized aining cen e s and he design o
in eg a ed ac i i ies ha mee he needs o s uden s in he p ima y
school cycle.
The s udy by Bani Ahmad (2025) aimed o explo e acul y
membe s’ use o digi al lea ning ools in Jo danian uni e si ies and
he challenges hey ace. The esul s showed a high le el o digi al
ool usage, wi h di e ences ela ed o he ype o uni e si y,
colleges, and academic le el, and a high le el o challenges
associa ed wi h digi al lea ning. These indings align wi h Subek i
& Mukodas (2025), who indica ed ha oca ional aining
enhances eache s’ digi al compe encies and in e cul u al skills,
posi i ely impac ing eaching pe o mance and s uden lea ning
ou comes, emphasizing he in eg a ion o echnology and he
design o collabo a i e p ac ical ac i i ies in aining p og ams.
Acco dingly, he s udies ecommended adop ing digi al lea ning
based on echnical, educa ional, and scien i ic p inciples and
de eloping uni e si y in as uc u e o o e come u u e challenges.
The s udy deal wi h Behe a e al. (2025) in es iga ed p ima y
school eache s' a i udes owa d STEAM implemen a ion,
ocusing on he impac o aining on hese a i udes. The s udy
adop ed a desc ip i e app oach and used a ques ionnai e o
measu e a i udes and con idence in he implemen a ion as a s udy
ool. The ques ionnai e was adminis e ed o a sample o p ima y
school eache s. The esul s showed ha ongoing aining plays a
pi o al ole in os e ing posi i e a i udes owa d STEAM, as
ainee eache s epo ed inc eased con idence and abili y o design
in eg a ed lessons. The s udy ecommended designing aining
p og ams ha ocus on p ac ical applica ions, in eg a ing
echnology and in eg a ed ac i i ies.
Commen on p e ious s udies
The cu en s udy aligns wi h he indings o p e ious esea ch
ega ding he impac o aining p og ams on enhancing eache s’
p ac ices in he STEAM con ex . Fo example, Al-Mu ai i (2023),
Sha a Al-Din (2023), and Al-Fa aj (2024) epo ed imp o emen s
in eaching compe encies despi e ongoing challenges such as lack
o aining, weak in e disciplina y in eg a ion, and limi ed
esou ces, wi h p oposed solu ions including in ensi e aining,
echnology in eg a ion (Subek i & Mukodas, 2025), and
es ablishmen o specialized aining cen e s. Simila ly, Qawaqneh,
Ahmad, and Alawam eh (2023) highligh ed he ole o echnology-
enhanced lea ning en i onmen s in imp o ing s uden s’ mo i a ion
and engagemen , suppo ing he in eg a ion o digi al ools in
aining p og ams.
Building on hese ecommenda ions, he p esen s udy de eloped a
echnology-suppo ed aining p og am ocusing on he p ac ical
applica ion o designing in eg a ed lessons ollowing he STEAM
me hodology. I employed a mixed-me hods app oach (obse a ion
ca ds and semi-s uc u ed in e iews) o analyze eache s’
expe iences and measu e hei pe o mance, a ge ing p ima y
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DOI: 10.5281/zenodo.17291531
46
school eache s in Jo dan and he ou STEAM s a egies (inqui y,
p oblem-sol ing, ac i e lea ning, design hinking). This s udy
add esses a local esea ch gap in p ac ical eache aining and
suppo s he di ec ions o he Na ional Cen e o Cu iculum
De elopmen (2024).
S udy me hodology
The s udy adop ed a mixed-me hod app oach, combining
quan i a i e and quali a i e app oaches o achie e i s objec i es in
an in eg a ed manne . Using he quan i a i e app oach, changes in
eache s' eaching p ac ices we e measu ed using an obse a ion
ca d. Con e sely, he quali a i e app oach— h ough semi-
s uc u ed in e iews—allowed o an in-dep h explo a ion o
eache s' expe iences, e ealing he na u e o imp o emen s in hei
knowledge, as well as changes in eaching me hods and he
challenges hey aced.
Pa icipan s
The s udy communi y consis ed o :42 p ima y school eache s a a
p i a e school in he Capi al Go e no a e o Kuwai du ing he i s
semes e o he 2024/2025 academic yea . These eache s each
g ades 1 h ough 6 and ha e di e se special ies. This communi y
was selec ed o ep esen he a ge g oup o he aining p og am.
A pu posi e sample o 10 emale eache s (M1 o M10),
ep esen ing 23.8% o he popula ion, we e ec ui ed based on a
needs analysis conduc ed h ough a ques ionnai e ha included 42
emale eache s. The ques ionnai e showed weaknesses in design
hinking (mean 3.38 ou o 5) and inqui y-based lea ning (mean
3.45 ou o 5), which jus i ied he sample selec ion. The eache s'
expe ience anged om 4 o 15 yea s, e lec ing a di e si y o
p o essional backg ounds (Baha i & Saleh, 2024). Pa icipan s'
consen was ob ained a e explaining he s udy objec i es and
ensu ing he con iden iali y o hei da a.
S udy ools
Ins umen s included an obse a ion ca d and semi-s uc u ed
in e iews o collec quan i a i e and quali a i e da a.
A. Obse a ion ca d
The s udy elied on an obse a ion ca d as he p ima y ool o
e alua ing eache s' eaching p ac ices in he class oom, be o e and
a e he aining p og am. The ca d was designed acco ding o a
comp ehensi e me hodological amewo k based on
me hodological ounda ions. STEAM, which conside s he
in eg a ion o disciplines (science, echnology, enginee ing, a s,
and ma hema ics), and u ilizes ac i e lea ning s a egies such as
p oblem-sol ing, p ojec -based lea ning, inqui y-based lea ning,
and design hinking. Ca e was aken o ensu e ha he cu iculum
is comp ehensi e and accu a e, enabling eache s o objec i ely
and sys ema ically moni o hei eaching p ac ices.
Hones y and s ead as ness:
Tool alidi y: To ensu e con en alidi y, he obse a ion ca d was
p esen ed o a g oup o judges specialized in cu icula, eaching
me hods, and lea ning-based educa ion. STEAM, and hei
eedback was aken in o accoun when inalizing he ool.
Tool s abili y eliabili y was e i ied h ough C onbach's alpha
coe icien a e he pilo applica ion on a su ey sample consis ing
o (10) Pa ame e s, whe e he eliabili y coe icien eached (0.88),
which is an indica o o high in e nal consis ency and he
sui abili y o he ca d o use in he con ex o he cu en s udy.
B. Semi-s uc u ed in e iews
The in e iews we e designed o collec quali a i e da a abou he
eache s’ expe iences and co e ed six hemes: educa ional
backg ound, unde s anding o me hodology,STEAM, applica ion
o ins uc ional s a egies (p oblem sol ing, PBL, inqui y-based
lea ning, design hinking), aining needs, school en i onmen , and
pe o mance e alua ion. In e iews we e conduc ed wice o each
eache (be o e and a e he p og am), each las ing 45 minu es,
and we e documen ed in w i ing wi h he pa icipan s' consen .
Ques ions we e de eloped in consul a ion wi h educa ional expe s,
and a pilo was conduc ed wi h an ou side eache o ensu e cla i y
and ele ance o he ques ions.
S udy p ocedu es
The s udy was implemen ed h ough he ollowing s ages:
Needs Analysis: A su ey was conduc ed ha included:42 eache s
we e su eyed o iden i y gaps in knowledge and p ac ices ela ed
o STEAM me hodology and ins uc ional s a egies.
P og am Design: Designed based on su ey esul s, wi h a ocus on
collabo a i e lea ning, echnology in eg a ion, and de eloping
p oblem-sol ing s a egies. PBL, inqui y-based lea ning (guided
and ee), and design hinking.
P og am implemen a ion: I was held o e ou days in a aining
oom equipped wi h digi al ools. Class Poin , Kahoo , Padle ,
Google Fo ms), in which 42 eache s pa icipa ed, wi h a sample o
10 eache s being ollowed up o e alua e he impac .
Quan i a i e da a collec ion: Two classes we e obse ed o each
eache om he sample (20 sessions: 10 be o e and 10 a e )
Using an obse a ion ca d o measu e changes in p ac ices.
Quali a i e da a collec ion: P e- and pos -in e iews we e
conduc ed wi h he sample o unde s and hei expe iences and
challenges in implemen ing STEAM.
E hical conside a ions: W i en consen was ob ained om
pa icipan s, and iden i ica ion numbe s we e used.M1) o (M10) o
ensu e con iden iali y, wi h he possibili y o wi hd awal wi hou
consequences, in acco dance wi h e hical s anda ds in scien i ic
esea ch.
Resea ch design
The s udy adop ed a mixed-me hods design, combining
quan i a i e measu emen ia obse a ion ca ds wi h quali a i e
explo a ion ia in e iews, o es he hypo hesis o s a is ically
signi ican di e ences in p ac ices and gain a deepe unde s anding
o eache s' expe iences. This design enhances he accu acy o
measu emen and he comp ehensi eness o analysis.
S a is ical p ocessing
Quan i a i e aspec
The es was usedWilcoxon signed anks es o compa e
obse a ion ca d sco es be o e and a e he p og am, due o he
small sample size (10 pa ame e s) and he possibili y ha he da a
may no ollow a no mal dis ibu ion.
Quali a i e aspec
Thema ic analysis was used o manually ansc ibe he in e iew
ansc ip s, by ansc ibing he ansc ip s, eading hem mul iple
imes, coding he da a, and ca ego izing he codes in o hemes
(e.g., imp o ing knowledge, challenges in applica ion).STEAM,
and linking i o he esea ch ques ions.
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DOI: 10.5281/zenodo.17291531
47
Coding sys em used in quali a i e da a analysis
To analyze he quali a i e da a ex ac ed om he semi-s uc u ed
in e iews in a sys ema ic and o ganized manne , a comp ehensi e
coding sys em was de eloped ha aligned wi h he s udy's sub-
ques ions. This sys em was di ided in o h ee main axes ha e lec
he s udy's cen al dimensions:
The i s axis: eache s’ knowledge o he me hodology) STEAM is
ela ed o he i s sub-ques ion)
C1: Unde s anding he STEAM concep - This includes he
eache ’s awa eness o he comp ehensi e concep o he STEAM
me hodology and i s a ious dimensions.
C2: Knowledge o In e disciplina y In eg a ion - e lec s he
eache 's unde s anding o how science, echnology, enginee ing,
a s, and ma hema ics a e linked and in eg a ed.
C3: Knowledge o eaching me hods using STEAM - indica es he
eache ’s amilia i y wi h he app op ia e eaching s a egies o
applying he me hodology
C4: Awa eness o he impo ance o STEAM in educa ion - This
includes he eache ’s awa eness o he alue and impac o he
me hodology in imp o ing s uden s’ lea ning and de eloping hei
skills.
Axis II: Changes in eaching p ac ices ( ela ed o he second sub-
ques ion)
P1: Lesson Planning - Includes he de elopmen o eache
me hods in designing and planning lessons in line wi h he STEAM
me hodology
P2: Teaching S a egies - e lec s he change in s a egies used,
including p ojec -based lea ning, inqui y-based lea ning, and
design hinking
P3: Assessmen Me hods - add esses he shi in me hods o
assessing s uden lea ning om adi ional me hods o
pe o mance-based assessmen .
P4: Class oom Managemen - e e s o he change in he eache 's
abili y o manage he class oom while implemen ing in e ac i e
STEAM ac i i ies.
P5: Technology In eg a ion - This includes he de elopmen o he
eache ’s use o echnological ools in eaching.
P6: Enhancing Thinking Skills - e lec s he change in he eache ’s
ocus on de eloping s uden s’ highe -o de hinking skills.
Axis 3: Challenges ( ela ed o sub-ques ion 3)
CH1: Resou ce- ela ed challenges - include ba ie s ela ed o he
a ailabili y o ools and equipmen needed o implemen he
STEAM me hodology
CH2: Time- ela ed challenges - These include di icul ies ela ed o
ime cons ain s and a busy school schedule.
CH3: Cu iculum- ela ed challenges - e lec ing he cons ain s
imposed by he cu iculum's momen um and adi ional na u e
CH4: T aining/Skills Challenges - e e s o he lack o
compe encies and skills needed o apply he me hodology
e ec i ely.
This coding sys em was used in he sys ema ic analysis o he
in e iews, whe e eache s' esponses we e ca ego ized acco ding
o he speci ied codes, enabling accu a e moni o ing o changes in
hei knowledge, p ac ices, and he challenges hey aced.
Following ini ial coding, he ca ego ies we e e iewed o accu acy
and consis ency, and he coded da a we e hen compiled in o ables
showing equencies and pe cen ages, wi h e ba im quo es om
eache s' esponses included as suppo ing e idence.
Show esul s
The esea che p esen s he esul s o a mixed s udy (quan i a i e
and quali a i e) ha aimed o e alua e he impac o a aining
p og am in de eloping he eaching p ac ices o p ima y school
eache s using a me hodology. STEAM The s udy ocuses on
answe ing he main ques ion: Wha is he impac o a aining
p og am on de eloping he eaching p ac ices o p ima y school
eache s using he STEAM me hodology?, and he ollowing sub-
ques ions:
The hypo hesis is ha he e is a s a is ically signi ican di e ence
a he signi icance le el (α≤ 0.05) be ween he a e age sco es o
p ima y school eache s on he obse a ion ca d o eaching
p ac ices based on he STEAM me hodology be o e and a e he
p og am. Da a we e collec ed h ough o mal in e iews and an
obse a ion ca d conduc ed wi h en eache s (M1 o M10) be o e
and a e he aining p og am.
The quan i a i e esul s a e p esen ed in a sepa a e sec ion o
hypo hesis es ing, while he quali a i e esul s a e p esen ed in
h ee sec ions, each o which includes a b ie able showing he
equencies o a ec ed and una ec ed pa ame e s, ollowed by a
de ailed able showing quo a ions, wi h a desc ip i e ex ual
desc ip ion. The chap e is di ided in o ou sec ions: he esul s o
he hypo hesis es ing (quan i a i e), he esul s o he sub-
ques ions (quali a i e), and he esul s o he sub-ques ions
(quali a i e).
Hypo hesis Tes Resul s (Quan i a i e Resul s)
Teaching p ac ices we e measu ed using a mul i-aspec obse a ion
ca d, and he pe o mance o he en eache s in eal eaching
si ua ions was analyzed. These quan i a i e da a p o ide a basis o
es ing he s udy hypo hesis ega ding he exis ence o a
s a is ically signi ican di e ence be ween he eache s' mean
sco es be o e and a e he aining p og am, as shown in Table (1).
able1: A i hme ic means and s anda d de ia ions o he sco es o
pa icipa ing eache s on he obse a ion ca d o eaching p ac ices
based on he STEAM me hodology be o e and a e implemen ing
he aining p og am.
s age
numbe
a i hme ic
mean
s anda d
de ia ion
T ibal no e
10
85.92
4.89
Pos -
obse a ion
10
92.69
5.12
I is clea om he able (1) The e is an appa en di e ence
be ween he a i hme ic mean o he eache s' sco es be o e and
a e he aining p og am, as he mean inc eased om 85.92 in he
p e-obse a ion o 92.69 in he pos -obse a ion, an inc ease o
6.77 poin s. I is also no ed ha he s anda d de ia ion alues we e
close in he wo s ages (4.89 and 5.12), espec i ely, indica ing a
ela i e homogenei y in he eache s' pe o mance be o e and a e
he p og am. This inc ease in he a i hme ic mean p o ides a
p elimina y indica ion o he e ec i eness o he aining p og am
in de eloping he eache s' eaching p ac ices, bu a s a is ical es
is equi ed o e i y he signi icance o his di e ence.
Copy igh © ISRG Publishe s. All igh s Rese ed.
DOI: 10.5281/zenodo.17291531
48
To es he signi icance o he di e ence be ween he a e age
sco es o he eache s be o e and a e he aining p og am, a es
was used.Wilcoxon Signed Ranks is non-pa ame ic, due o he
small sample size (10 pa ame e s) and he inapp op ia eness o
pa ame ic es s in his case. Table (2) shows he esul s o his es ,
including he dis ibu ion o anks, he alue o he Z s a is ic, and
he signi icance le el.
able2: Wilcoxon Signed Ranks Tes Resul s o Di e ences in Teache P ac ices
anks
numbe
A e age ank
To al anks
alue o "z"
Signi icance
Pos - es - P e- es
nega i e anks
0
0.00
0.00
-2.803
posi i e anks
10
5.50
55.00
Tes esul s indica e Wilcoxon es shown in Table (2) indica es he
p esence o a s a is ically signi ican di e ence a he signi icance
le el (α≤ 0.05) be ween he eache s' a e age sco es be o e and
a e he aining p og am, wi h a alue o Z = -2.803 and a
signi icance le el o 0.005. I is no ed ha all anks we e posi i e
(10 anks) wi h an a e age o 5.50, which means ha all eache s
showed imp o emen in hei eaching p ac ices a e he p og am,
and ha his imp o emen was ela i ely close. Based on hese
esul s, he esea ch hypo hesis can be accep ed, which s a es ha
he e is a s a is ically signi ican di e ence be ween he eache s'
a e age sco es be o e and a e he aining p og am, which
con i ms he e ec i eness o he p og am in de eloping eaching
p ac ices based on he STEAM me hodology.
Answe ing he i s esea ch ques ion:
To wha ex en does he aining p og am con ibu e o imp o ing
eache s’ knowledge o he me hodology? STEAM? To achie e
his, da a om eache in e iews was analyzed and coded in o ou
main ca ego ies ha e lec aspec s o knowledge o he
me hodology. Table (3) p o ides a summa y o he numbe o
eache s who showed imp o emen in each aspec , iden i ying
eache s whose knowledge o he p og am was no a ec ed.
able3: Summa y o he equency o pa ame e s a ec ed and una ec ed in knowledge o he STEAM me hodology
The concep
Numbe o a ec ed pa ame e s
Una ec ed pa ame e codes
Unde s anding he concep STEAM
9
M5
In eg a ion be ween ields
8
M5, M10
Teaching me hods
7
M5, M9, M10
Awa eness o he impo ance o STEAM
9
M5
I is clea om he able (3) The aining p og am con ibu ed
signi ican ly o imp o ing he majo i y o eache s’ knowledge o
he STEAM me hodology. 9 ou o 10 eache s showed an
imp o emen in hei unde s anding o he STEAM concep (C1)
and awa eness o i s impo ance (C4), while 8 eache s’
unde s anding o in eg a ion be ween ields (C2) and 7 eache s’
unde s anding o app op ia e eaching me hods (C3) imp o ed.
I is also no ed ha he eache M5 was he leas esponsi e o he
p og am, showing no imp o emen in any o he ou knowledge
a eas, while M9 and M10 showed imp o emen in some a eas bu
no o he s. This a iance in eache esponses may be a ibu ed o
pe sonal ac o s such as eaching expe ience, academic
specializa ion, o in insic mo i a ion, necessi a ing he design o
aining p og ams ha accoun o indi idual di e ences among
eache s.
Table (4) A de ailed compa ison o hei knowledge le els be o e
and a e he aining p og am in each o he ou knowledge
aspec s. The compa ison includes a b ie desc ip ion o he
si ua ion be o e and a e he p og am, suppo ed by e ba im
quo es om in e iews wi h he eache s.
Be o e he aining p og am
A e he aining p og am
Ca ego y
The
code
Limi ed heo e ical unde s anding, based on
in o mal sou ces. Quo e (M8): ―I ha e
heo e ical knowledge o he STEAM
me hodology…an educa ional app oach ha
links science and echnology.‖ Quo e (M1): ―I
ha e some heo e ical knowledge o he
STEAM me hodology, bu I ha e no had
su icien knowledge o i .‖
Comp ehensi e p ac ical unde s anding,
ocused on in eg a ion and p oblem sol ing.
Quo e (M10): ―I came o unde s and ha
STEAM is an app oach ha in eg a es ma e ials
o sol e eal-wo ld p oblems.‖ Quo e (M7): ―I
unde s ood ha STEAM connec s ma e ials in a
way ha makes lea ning un and p ac ical.‖
Unde s anding he concep
STEAM
C1
Vague unde s anding, ocus on eaching
ma e ial independen ly. Quo e (M10): ―I hink
each subjec should be augh independen ly.‖
Quo e (M5): ―I'm no en i ely su e o i s exac
concep .‖
Clea unde s anding o ield in eg a ion, wi h
p ac ical examples. Quo e (M2): ―I designed an
ac i i y ha linked science and echnology
using obo ics.‖ Quo e (M4): ―I combined a
wi h ma h o design geome ic shapes.‖
In eg a ion be ween ields
C2
Absen o limi ed me hods, ocus on
adi ional explana ion. Quo e (M3): ―I ied o
inco po a e some simple elemen s.‖ Quo e
(M2): ―I didn’ know how o apply STEAM
Va ious me hods include p ojec -based
lea ning. Quo e (M3): ―I s a ed using p oblem-
based lea ning in science lessons.‖ Quo e (M6):
―I used design hinking s a egies o design
Teaching me hods
C3
Copy igh © ISRG Publishe s. All igh s Rese ed.
DOI: 10.5281/zenodo.17291531
49
sys ema ically.‖
enginee ing p ojec s.‖
Gene al awa eness wi hou speci ic de ails.
Quo e (M4): ―STEAM me hodology is
impo an because i p omo es c i ical
hinking.‖ Quo e (M7): ―In eg a ing hese
a eas helps p omo e hands-on lea ning.‖
Speci ic awa eness ocused on 21s cen u y
skills21. Quo e (M9): ―STEAM enhances
s uden s’ c ea i i y and collabo a ion skills.‖
Quo e (M1): ―I ealized he impo ance o
STEAM in mo i a ing s uden s o hink
independen ly.‖
Awa eness o he impo ance
o STEAM
C4
The abb e ia ed able (Table3) The aining p og am had a posi i e
impac on mos eache s' knowledge o he STEAM me hodology.
To unde s and he STEAM concep (C1), 9 eache s mo ed o a
comp ehensi e p ac ical unde s anding, while M5 emained a a
limi ed heo e ical unde s anding. In eg a ion be ween ields (C2)
imp o ed o 8 eache s, bu M5 and M10 emained a a ague
unde s anding. Teaching me hods (C3) de eloped o 7 eache s o
include mode n me hods, while M5, M9, and M10 emained a
limi ed me hods. Awa eness o he impo ance o STEAM (C4)
became speci ic o 9 eache s, wi h M5 emaining a gene al
awa eness.
De ailed able ( able4) I shows ha eache s elied on in o mal
esou ces be o e he p og am and ocused on eaching he ma e ial
independen ly. A e he p og am, hey demons a ed p ac ical
unde s anding, using applied examples such as in eg a ing science
wi h echnology, adop ing me hods such as p oblem-based
lea ning, and demons a ing a clea awa eness o he bene i s o
STEAM.
Discussion o esul s:
The quan i a i e esul s showed an inc ease in he a i hme ic mean
o he eache s’ sco es om85.92 o 92.69, an inc ease o 6.77
poin s (7.9%). The Wilcoxon es con i med ha his di e ence
was s a is ically signi ican a he signi icance le el (α≤ 0.05),
whe e he alue o Z = -2.803 a a signi icance le el o 0.005.
These esul s can be in e p e ed in ligh o he e ec i e
p o essional de elopmen model de eloped by Desimone (2009),
which iden i ies i e key elemen s: con en ocus, ac i e lea ning,
consis ency, su icien du a ion, and g oup pa icipa ion. The
aining p og am applied in his s udy appea s o ha e included
hese elemen s, as i ocused on STEAM me hodology con en (20
aining hou s), p o ided oppo uni ies o p ac ical applica ion
(ac i e lea ning), was linked o he cu iculum and school con ex
(consis ency), las ed o a su icien du a ion (4 days), and included
a g oup o eache s a he same educa ional le el (g oup
pa icipa ion). A ecen me a-analysis by Sims e al. (2023)
con i med ha hese elemen s emain e ec i e in enhancing
eache s' p ac ices, adding he impo ance o adap ing o local
con ex s and in eg a ing echnology, which is consis en wi h he
use o digi al ools such as Padle , ClassPoin , and Kahoo in he
aining p og am o his s udy wi hin he Jo danian con ex . This
in eg a ion o he heo e ical amewo k and ecen empi ical
e idence e lec s he e ec i eness o he p og am in achie ing
s a is ically signi ican imp o emen s in eaching p ac ices.
These esul s a e consis en wi h he s udy (Subek i e al. (2024)
con i med ha oca ional aining p og ams ha include hese
elemen s con ibu e o ans o ming eache s' pe o mance and
de eloping hei compe encies. This is also consis en wi h he
esul s o Sha a al-Din's s udy (2023), which demons a ed he
e ec i eness o aining p og ams based on he STEM app oach in
de eloping eaching pe o mance skills.
Despi e he o e all quan i a i e imp o emen , he quali a i e
esul s e ealed a ia ions in eache s' esponses. Fo example, he
eache M5 was he leas esponsi e, while o he pa ame e s, such
as M1 and M3, showed signi ican imp o emen . This in eg a ion
o quan i a i e and quali a i e da a p o ides a deepe
unde s anding o he phenomenon unde s udy and is in line wi h
ecen mixed-me hods esea ch ends (Johnson & Onwuegbuzie,
2020).
This disc epancy can be explained in ligh o cons uc i is heo y
which asse s ha lea ne s (in his case eache s) cons uc hei
knowledge in di e en ways based on hei p io expe iences and
backg ounds (I can also be in e p e ed om he pe spec i e o
con ex -based lea ning heo y, whe e di e en con ex ual ac o s
in luence eache s’ esponse o he aining p og am (Juliangka y e
al., 2024).
The esul s o he s udy a e consis en wi h he s udies o Al-
Mu ai i ((2023), Abu Musa (2021), and Boice e al. (2021)
con i med he e ec i eness o aining in imp o ing eache s’
p ac ices in he ield o STEAM, while di e ing om he esul s o
Al-Hamou i (2023), which indica ed ongoing di icul ies in
applying STEM despi e aining, indica ing he impo ance o he
ins i u ional con ex and school en i onmen in suppo ing
educa ional change.
Discussion o he esul s o he esea ch ques ion: Imp o ing
knowledge o me hodology STEAM
The esul s o he s udy e ealed a signi ican imp o emen in he
knowledge o mos pa icipa ing eache s ega ding he
me hodology. STEAM, whe e nine pa ame e s mo ed om
"limi ed heo e ical unde s anding" o "comp ehensi e p ac ical
unde s anding." This shi is consis en wi h he p inciples o
cons uc i is heo y, which emphasizes ha knowledge is buil
h ough ac i e p ocesses o in e ac ion and applica ion, a he han
h ough passi e ecep ion o in o ma ion (Zin e al., 2024).
Teache 's quo eM10: ―I ha e come o unde s and ha STEAM is
an app oach ha in eg a es ma e ials o sol e eal-wo ld
p oblems.‖ This quali a i e shi in pe cep ion e lec s wha
Nguyen (2025) poin ed ou abou he impo ance o a deep
unde s anding o he STEAM philosophy as an in eg a i e
me hodology ha goes beyond simply eaching ma e ials
sepa a ely.
This imp o emen can be explained in ligh o he heo y o
con ex -based lea ning (Si ua ed Lea ning Theo y), de eloped by
La e and Wenge , p o ided a "communi y o p ac ice" ha
enabled eache s o build hei knowledge wi hin an applied
con ex . This was con i med by Juliangka y e al.'s (2024) s udy,
which ound ha con ex -based lea ning enhances eache s'
unde s anding o STEAM me hodology by linking heo e ical
knowledge o eal-li e si ua ions.
The esul s a e also consis en wi h Vygo skian p inciples o
lea ning, as eache s mo ed om he ―zone o ac ual‖ o he ―zone
o p oximal de elopmen ‖ wi h he suppo o aining expe s and
pee s, enabling hem o de elop a deepe unde s anding o he
me hodology. STEAM and i s p ac ical applica ions (Maku i e e
al., 2025).
Copy igh © ISRG Publishe s. All igh s Rese ed.
DOI: 10.5281/zenodo.17291531
50
Despi e he signi ican imp o emen in he knowledge o mos
pa ame e s, he esul s showed a a iance in esponse, as he
pa ame e did no showM5 imp o ed ac oss a ious aspec s o
knowledge. This a ia ion can be explained by ou main ac o s:
Belie s and p econcei ed a i udes: The eache May beM5 holds
deeply held belie s abou eaching ha a e di icul o change,
which is in line wi h Behe a e al.'s (2025) s udy ha con i med
ha eache s' a i udes signi ican ly in luence hei esponse o
change.
Ins i u ional con ex : The eache May aceM5 Ins i u ional
cons ain s limi i s abili y o apply wha i has lea ned, which is
consis en wi h Al-Fa aj’s (2024) s udy, which indica ed he
impo ance o ongoing ins i u ional suppo .
Expe ience and academic specializa ion: The eache ’s academic
specializa ion may ha e an impac on he abili y o unde s and he
me hodology. STEAM, which is in line wi h he esul s o Abu
Musa’s (2021) s udy on he impac o specializa ion on eache s’
esponse o aining.
Technical skills: The eache may lackM5 o basic echnical skills,
which was con i med by Subek i e al.'s s udy (2024) ha echnical
skills a e a s ong indica o o eache s' eadiness o adop he
STEAM me hodology.
The esul s o imp o ing eache s' knowledge a e consis en wi h
he me hodology. STEAM, wi h Al-Mu ai i’s s udy (2023)
showing ha STEM-based eaching p og ams con ibu e o
changing eache s’ pe cep ions, and Mehddi e al.’s s udy (2024)
con i ming ha oca ional aining enhances eache s’ abili y o
in eg a e di e en disciplines.
While he a iance in he eache s’ esponse is consis en wi h he
esul s o Al-Hamou i’s s udy (2023), which indica ed ha eache s
ace a ying di icul ies in implemen ing he STEM app oach, and
he s udy o A zal and Tandel (2025) which ound a ia ion in
eache s’ eadiness o implemen STEAM.
Discussion o he esul s o he second esea ch ques ion:
Changing eaching p ac ices
The esul s o he s udy showed a no iceable shi in he eaching
p ac ices o mos emale eache s, as hey mo ed om adi ional
p ac ices o in eg a i e p ac ices based on he
me hodology.STEAMThis shi can be explained h ough
Vygo sky's sociocul u al heo y, which a gues ha lea ning and
de elopmen occu wi hin social and cul u al con ex s.
adop ion9 p ojec -based lesson planning eache s (P1) e lec hei
ansi ion om he "ac ual zone" o he "zone o p oximal
de elopmen " wi h he suppo o he aining p og am. This is
consis en wi h Hawa i and Noo 's (2020) s udy, which showed
ha p ojec -based lea ning enhances he p ac ical applica ion o
knowledge by engaging s uden s in p ojec s wi h angible goals
ha in eg a e a ious STEAM disciplines.
Teache 's quo eM8: "I designed lessons ha in eg a e STEAM,
such as a play p ojec abou he sola sys em," e lec s he adop ion
o an "educa ional au hen ici y" app oach ha emphasizes he
impo ance o connec ing lea ning o eal-li e con ex s. This aligns
wi h Abu Musa's (2021) s udy, which emphasized he impo ance
o p ojec -based lea ning in de eloping c ea i e hinking.
The a ia ion in eache s’ esponses o he eaching p ac ices axes
can be explained h ough he mul i- ac o amewo k:
Sel -e icacy: Pe sis en ChallengesM5, M9, and M10 in enhancing
hinking skills (P6) may e lec low sel -e icacy in designing
highe -o de hinking ac i i ies. This is consis en wi h Behe a e
al.'s (2025) s udy, which ound ha eache s' con idence in hei
abili ies in luences hei adop ion o STEAM.
Educa ional Con ex : Class oom Managemen Challenges (P4)
Some eache s may ha e expe ienced unsuppo i e class oom
condi ions. This is consis en wi h A zal and Tandel's (2025) s udy,
which indica ed ha a lack o esou ces and in as uc u e hinde s
he implemen a ion o he STEAM me hodology.
Cu iculum Con en : Di icul ies in eaching s a egies (P2) I may
e lec challenges in dealing wi h cu iculum o e load. This is
consis en wi h Mehddi e al.'s (2024) s udy on he impac o
cu iculum cha ac e is ics on STEAM adop ion.
Technology: Va ia ion o pa ame e s in echnology in eg a ion
(P5) e lec s he di e en le els o hei echnical skills. This is
consis en wi h Subek i e al.'s (2024) s udy, which emphasized he
impo ance o digi al compe encies in implemen ing he STEAM
me hodology.
T ans o ma ion in e alua ion me hods (P3) F om " adi ional es s"
o "pe o mance-based assessmen " o 7 eache s is in line wi h
ecen ends in educa ional assessmen ha emphasize he
impo ance o au hen ic assessmen . This is consis en wi h wha
Qablan e al. (2024) indica ed ega ding he impo ance o
assessing highe -o de hinking skills in he con ex o inqui y-
based lea ning.
Enhance hinking skills (P6) The shi om "memo iza ion-
ocused" o "sys ema ic, c i ical hinking- ocused" among 7
eache s aligns wi h he goals o he STEAM me hodology o
de eloping 21s -cen u y skills. This is consis en wi h he s udy by
Al-Oma i and Abdul Ka im (2024), which ound ha design
hinking con ibu es o he de elopmen o 21s -cen u y skills, and
he s udy by Alkha ib (2025), which emphasized he impo ance o
in eg a ing he a s in p omo ing c ea i e hinking.
The esul s o changes in eaching p ac ices a e consis en wi h
Sha a al-Din's s udy (2023) which demons a ed he e ec i eness
o aining p og ams in imp o ing eaching pe o mance skills, and
he s udy o Hawa i and Noo (2020) which con i med he
impo ance o p ojec -based lea ning in enhancing he p ac ical
applica ion o knowledge.
I is also consis en wi h he s udy.Mehddi e al. (2024) ound a
signi ican imp o emen in in e disciplina y in eg a ion a e
implemen ing p o essional de elopmen p og ams, and Al-Subhi
(2024) indica ed ha STEAM implemen a ion con ibu es o
enhancing an ac i e lea ning en i onmen , while he ongoing
challenges a e consis en wi h A zal and Tandel (2025) who ound
ha lack o esou ces and in as uc u e hinde s he implemen a ion
o he STEAM me hodology, and Al-Hamou i (2023) who
indica ed ha some di icul ies pe sis despi e aining.
Recommenda ions:
The s udy ecommends he need o p o ide an ins i u ional
en i onmen ha suppo s he implemen a ion o he me hodology.
STEAM h ough de eloping educa ional policies, p o iding
app op ia e echnical esou ces and in as uc u e, and educing
adminis a i e bu dens on eache s, hus ensu ing sus ainable
changes in eaching p ac ices.
