Empowering Mozambican educators: Overcoming technological challenges to implement STEAM education

Abstract

The inadequate access to technologies in schools in African countries including Mozambique limits teachers from successfully implementing STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning. To respond to this situation, the present study explores strategies for empowering Mozambican educators, to use accessible technologies to implement STEAM learning in mathematics-related subjects successfully. The study adopted qualitative research methods and the principles of Participatory Action Research. The study involved 22 teachers representing four diverse institutions in Maputo. Data were collected through Semi-structured interviews, observation and reflective journals. The findings reveal the usefulness of various strategies that support teachers in addressing challenges related to technological resources and STEAM education-related pedagogy’s. The study calls for a comprehensive framework to sustain teacher-training strategies by improving infrastructure to accommodate accessible technologies such as smartphones and GeoGebra.