Primary School Teachers’ Beliefs Towards a Systemic Implementation of STEM- Related Instructional Approaches in Saudi Arabia

Abstract

Saudi Arabia has changed economically and socially in recent decades, education has become increasingly important, with a particular focus on Science and Mathematics, Engineering and Technology (STEM). Thus, a total of 72 STEM centres were established by the Saudi Minister of Education to improve teachers’ skills and raise the quality of education. This study aims to investigate the implementation of STEM approaches by primary schools’ teachers in the Northern Borders Region of Saudi Arabia. This study explores the teachers' PCK, beliefs, and the constraints they encounter by implementing STEM approaches. Data was collected through a mixed methods approach using a survey and interviews. The results of this study indicate that most teachers implemented STEM teaching approaches in their PCK as they believed that they could develop new knowledge and skills necessary to teach their subjects within implemented STEM. Teachers believed they could learn new technologies and use resources necessary to teach their subjects within an implemented STEM system. The main constraints identified by them were a lack of sufficient knowledge about STEM, paucity of internet and related devices, and lack of classroom preparation. The findings also indicate that teachers are genuinely interested in using STEM teaching strategies, but they need to be supported with appropriately designed and delivered training and facilities. These results shed light on teachers' need to refine and update their IT and critical thinking skills. As well as the Saudi Ministry of Education needs to develop both in-service and refresher training and development programs for teachers.