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Challenges and potential in implementing STE(A)M in teachers’ practices: A systematic review

2025-05-09Journal article Open access
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datacite.subject.fosCiências Sociais::Psicologia
datacite.subject.sdg04:Educação de Qualidade
dc.contributor.author Teixeira, Patrícia Bertolo
dc.contributor.authorRocha, Helena
dc.contributor.authorMartins, Cristina
dc.date.accessioned2025-09-23T18:38:25Z
dc.date.available2025-09-23T18:38:25Z
dc.date.issued2025-05-09
dc.description.abstractThe 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.eng
dc.description.sponsorshipFundação para a Ciência e Tecnologia - FCT
dc.identifier.citationTeixeira, 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
dc.identifier.doi10.1080/0020739x.2025.2496701
dc.identifier.issn0020-739X
dc.identifier.issn1464-5211
dc.identifier.urihttp://hdl.handle.net/10400.12/13622
dc.language.isoeng
dc.peerreviewedyes
dc.publisherInforma UK Limited
dc.relationUIDB/05777/2020
dc.relation.ispartofInternational Journal of Mathematical Education in Science and Technology
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectSTEAM
dc.subjectsystematic review
dc.subjectteachers
dc.subjectteaching practices
dc.titleChallenges and potential in implementing STE(A)M in teachers’ practices: A systematic revieweng
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage1400
oaire.citation.issue8
oaire.citation.startPage1384
oaire.citation.titleInternational Journal of Mathematical Education in Science and Technology
oaire.citation.volume56
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85

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