Teachers' Perspectives and Understandings of STEM Education and STEM Integration Across Disciplines

Abstract

This qualitative case study aims to explore the perspectives of teachers from four disciplines-Science, Technology, Industrial Arts, and Mathematics-on STEM education and its integration. Data were collected through in-depth interviews, concept map analysis, and document synthesis. The findings propose a conceptual framework illustrating how the nature of each discipline, rooted in teachers’ academic backgrounds, shapes their teaching orientations, which in turn influence their approaches to STEM instruction and determine the level of integration applied in classrooms. The study revealed that science and mathematics teachers tend to adopt structured learning approaches, such as inquiry-based learning and engineering design, perceiving STEM education as a means to foster higher-order thinking skills and systematic problem-solving. This often leads to a sequential multidisciplinary integration. In contrast, technology and industrial arts teachers emphasized hands-on activities and product creation but often lacked theoretical linkage, resulting in parallel integration or discipline-centered approaches. The key finding highlights that understanding teachers’ epistemological foundations in each discipline can guide more targeted and effective professional development. Such awareness enables teachers to reflect on their own pedagogical beliefs, recognize interdisciplinary connections, and design STEM learning experiences that are deeper and more balanced.