Science teachers’ perceptions of, and requirements regarding I-STEM in Saudi Arabia

Abstract

Abstract Universally, i-STEM is one of the most rapidly expanding sectors of educational reform. Following Saudi Arabia's establishment, the educational system has undergone numerous reform initiatives to enhance the quality of instruction and the learning experience of students. The issue of how to prepare teachers to use innovative approaches in science education is one of the key challenges confronting the educational system in Saudi Arabia. Regrettably, it has been implemented in the Kingdom of Saudi Arabia without a comprehensive explanation of its objectives, objectives, and framework of application. I-STEM is widely acknowledged as a method of enhancing science curricula; however, its precise implications remain uncertain, as any intervention or modification in any of the subjects related to science, mathematics, engineering, or technology can be considered a i-STEM implementation. The objective of this research study is to examine the instructional practices and perceptions of teachers regarding the science curricula in order to advance i-STEM reform in the Kingdom of Saudi Arabia. To contribute to the enhancement of Saudi Arabia's educational system and the calibre of its students, particularly in the field of science. This can be resolved by addressing the current lacuna in the Saudi literature that has neglected to acknowledge the significance of teachers' perspectives and perceptions regarding educational matters. The study also furnishes the MOE with new information regarding significant issues that will be addressed in future educational reforms and policies. The intent of this investigation is to investigate the perspectives of science educators on i-STEM. It also endeavours to ascertain the perspectives of educators regarding the contextual factors that either facilitate or impede the implementation of this pedagogy in their educational institutions. A mixed-method design was selected as an appropriate approach to investigate the perceptions and applied instructional practices of teachers in Saudi Arabia as a preliminary step towards the implementation of i-STEM. The quantitative component of the study consisted of a questionnaire that was distributed to 126 female middle school science teachers, and the qualitative phase consisted of interviews with 15 female science teachers.

The study revealed a significant degree of variation in the manner in which teachers interpreted and implemented i-STEM in their institutions. Additionally, educators implemented i-STEM activities without intending to do so. Participants believed that i-STEM was more engaging for their students than conventional subjects; however, they were limited in their planning by the diverse school regimes that governed assessment, curricula, and timetables. These structural and systemic impediments are a fundamental challenge for i-STEM.

The study concludes with suggestions for the legislative reform of i-STEM education in Saudi Arabia, which will involve the reorganisation and further correlation of topics within individual STEM subjects to ensure that they align with other related subjects in the curriculum. Furthermore, there is a necessity for the coordination of teachers who teach various i-STEM disciplines, as well as the re-design and restructuring of teachers' development programs and seminars in conjunction with i-STEM training and implementation practices. In the absence of a formal i-STEM curriculum and available professional development opportunities, the significance of developing support structures that embrace a coherent and cohesive view of i-STEM is underscored by the insights from this study. These structures should be designed to accommodate variations in context, as well as teacher interest and experience.