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Challenges in Implementing STEM Education: Insights from Novice STEM Teachers in Developing Countries

Author

Listed:
  • Sarfraz Aslam

    (Faculty of Education and Humanities, UNITAR International University, Petaling Jaya 47301, Malaysia
    International Council of Associations for Science Education (ICASE), T12 Cork, Ireland)

  • Abdulelah A. Alghamdi

    (Faculty of Education, Umm Al-Qura University, Makkah 24382, Saudi Arabia)

  • Nisar Abid

    (School of Social Sciences and Humanities, University of Management & Technology Lahore, Lahore 54770, Pakistan)

  • Tribhuwan Kumar

    (College of Science and Humanities at Sulail, Prince Sattam Bin Abdulaziz University, Al Kharj 16273, Saudi Arabia)

Abstract

Economic growth has been attributed to STEM education in many countries. It is widely recognized as crucial to improve science, technology, engineering, and mathematics (STEM) education, especially for traditionally disadvantaged groups. In this age of the fourth Industrial Revolution, we are going through a rapid change. Several difficulties have been associated with STEM’s implementation, particularly troubling developing countries. In this article, we investigated STEM teachers’ unique challenges in their classroom experiences and how these factors influence their instructional practices and students’ learning outcomes. STEM teachers’ teaching reflections at the secondary level were examined in this qualitative study. A purposive sampling method was used to recruit ten novice STEM teachers. The data were analyzed using NVivo11. Despite their disciplinary expertise and the variety of teaching methods they employed, the teachers faced numerous challenges. Teachers faced difficulties managing classrooms, developing curriculums, and recognizing practical constraints in STEM education. Teacher beliefs about effective STEM education, the tension between these beliefs and the teaching goals of the teachers were closely linked to the teachers’ beliefs about effective STEM education and the educational system’s expectations. For STEM teachers, the mastery of content knowledge is critical. A regular exchange of experience is of significant help to teaching. Teachers’ pedagogy and professional development in STEM education are discussed concerning underdeveloped countries’ contexts. Researchers and educators in developing countries might not understand STEM education’s significance. The reason may also be that STEM education in developing countries faces several challenges.

Suggested Citation

  • Sarfraz Aslam & Abdulelah A. Alghamdi & Nisar Abid & Tribhuwan Kumar, 2023. "Challenges in Implementing STEM Education: Insights from Novice STEM Teachers in Developing Countries," Sustainability, MDPI, vol. 15(19), pages 1-17, October.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:19:p:14455-:d:1253068
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    References listed on IDEAS

    as
    1. Sarfraz Aslam & Atif Saleem & Teresa J. Kennedy & Tribhuwan Kumar & Khalida Parveen & Huma Akram & BaoHui Zhang, 2022. "Identifying the Research and Trends in STEM Education in Pakistan: A Systematic Literature Review," SAGE Open, , vol. 12(3), pages 21582440221, August.
    2. Philip Hallinger & Chatchai Chatpinyakoop, 2019. "A Bibliometric Review of Research on Higher Education for Sustainable Development, 1998–2018," Sustainability, MDPI, vol. 11(8), pages 1-20, April.
    3. Samar Yakoob Almossa & Sahar Matar Alzahrani, 2022. "Assessment practices in Saudi higher education during the COVID-19 pandemic," Palgrave Communications, Palgrave Macmillan, vol. 9(1), pages 1-9, December.
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