Teixeira, Patrícia BertoloRocha, HelenaMartins, Cristina2025-09-232025-09-232025-05-09Teixeira, 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.2025.24967010020-739X1464-5211http://hdl.handle.net/10400.12/13622The 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.engSTEAMsystematic reviewteachersteaching practicesjournal article10.1080/0020739x.2025.2496701