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Publication
Challenges and potential in implementing STE(A)M in teachers’ practices: A systematic review
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Advisor(s)
Abstract(s)
The potential of STE(A)M has been widely recognised in recent years;
however, challenges have also been identified in the implementa-
tion 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 under-
stand 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 implement-
ing the STE(A)M approach in teachers’ practices? This review anal-
ysed articles indexed in the Web of Science and Scopus databases
over the last eight years, following the PRISMA scheme. The 26 arti-
cles examined highlight challenges such as time management, lack
of resources and funding, limited guidance, gaps in teacher train-
ing, difficulty integrating subject areas, issues implementing new
technologies and obstacles imposed by school structures. In light of
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, encourag-
ing collaborative work between teachers from different areas, adopt-
ing innovative strategies and methodologies and offering a clearer
conceptualisation of STE(A)M.
Description
Keywords
STEAM systematic review teachers teaching practices
Pedagogical Context
Citation
Teixeira, P. B., Martins, C., & Rocha, H. (2025). Challenges and potential in implementing STE(A)M in teachers’ practices: A systematic review. International Journal of Mathematical Education in Science and Technology, 56(8), 1384–1400. https://doi.org/10.1080/0020739X.2025.2496701
Publisher
Informa UK Limited