Author Information
Ahmad Qablan, United Arab Emirates University, United Arab EmiratesHosam Badawy, United Arab Emirates University, United Arab Emirates
Patil Maradian, United Arab Emirates University, United Arab Emirates
Hesham Badawy, United Arab Emirates University, United Arab Emirates
Abstract
In the UAE, STEM education is a key component of the national strategic plan and a vital instrument for national development. The integration of STEM in the UAE's education system aims to foster an innovative and globally competitive societal framework that aligns with the international market's requirements. This alignment of STEM with the nation's strategic objectives is pivotal for economic development and achieving broader goals, such as gender equality, as endorsed by Sustainable Development Goal 5. Despite the remarkable attention being paid to the field of STEM education and the many policies and initiatives undertaken by the Ministry of Education in the UAE, no studies have investigated the current situation in implementing STEM practices in elementary and middle school science classrooms. This study tried to fill this gap by exploring teachers' perceptions, understanding, and instructional practices, which are crucial to safeguarding effective and efficient learning and knowledge acquisition through STEM education. A mixed-methods approach was employed to explore data from a validated STEM survey, examining teachers’ understanding and perceptions of STEM, their confidence in designing and implementing STEM instruction, their attitudes and reflections, the challenges they encounter, and their views on collaboration and professional development. Additionally, the study analyzed 12 science learning modules created by elementary and middle school teachers using the STEM Integration Curriculum Assessment (STEM-ICA) instrument. While the survey data revealed generally positive attitudes and moderate confidence—particularly among mid-career teachers—the qualitative analysis of the learning modules exposed significant gaps in classroom implementation.
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