STEM educatison through the eyes of teachers from various specialties in Ukrainian Pedagogical University

Abstract

This article investigates the implementation of STEM education at a Ukrainian Pedagogical University, focusing on the awareness, experiences, and perceptions of teachers from various specialties. Findings indicate a general positivity towards interdisciplinary education, yet many teachers, mainly from humanities and social sciences, display limited awareness and experience of implementing STEM education. The study explores the challenges, opportunities, and critical need for professional development and resource enhancement to facilitate the effective implementation of STEM education. This study contributes to the discourse on STEM education by mapping the current landscape and suggesting avenues for future research and practice improvement.