Teachers’ Views on STEM Education in Bulgaria: A Qualitative Survey

Authors:
Open Access
Publisher website
Google Scholar
Abstract
Modern technologies, tools, and services are rapidly penetrating life, requiring a radical shift in traditional education and the rapid implementation of interdisciplinary STEM (science, technology, engineering, and mathematics) learning approaches. Hence, numerous studies have been initiated to explore key aspects of modern STEM methods and existing opportunities for their evaluation, personalization, and optimization. The article presents results from qualitative research conducted through semi-structured interviews with schoolteachers who have experience in implementing innovative STEM methods in their educational practice. The focus of the study is on the qualitative analysis of modern methods and good practices applied in teaching STEM subjects in Bulgaria. The formulated research questions address the readiness to apply STEM educational methods in Bulgarian schools, focusing on prerequisites such as institutional support, availability of technology infrastructure and resources, and teachers’ competencies. Additionally, these research questions aim to explore teachers’ views on modern teaching methods and approaches currently utilized in STEM education, as well as their perceived effectiveness, engagement, and applicability. The key themes and insights that emerged from the interviews also shed light on the state-of-the-art of STEM education in Bulgarian schools and the current use of teaching methods and techniques for STEM education. The findings revealed that teachers miss time in the curriculum dedicated to STEM lessons and need more integrated learning resources and additional qualifications to apply STEM methods effectively. The interpretation of results analyzes the significance of the findings and their implications for teaching practices and policies in STEM education.
Funding Information
  • Bulgarian National Science Fund (KΠ-06-H75/11/08.12.2023, UNITe BG16RFPR002-1.014-0004)
  • PRIDST (KΠ-06-H75/11/08.12.2023, UNITe BG16RFPR002-1.014-0004)

This publication has 49 references indexed in Scilit: