Research on Attitudes toward the Implementation of the STEM Approach in General Education Schools of Georgia

Abstract

The article presents the methodology and results of the research conducted by Iakob Gogebashvili Telavi State University within the framework of the grant project “STEM Concept for the Development of Teacher Preparation Educational University Programs”, funded under the project “Innovation, Inclusion and Quality Project – Georgia I2Q (WB)”. The target group consists of the principals of pilot schools selected within the project, as well as teachers of natural sciences, mathematics, and technology, and students of the combined bachelor’s and master’s program of primary education teacher preparation. Within the framework of the research, the readiness of the pilot schools to implement the STEM approach was examined from human, methodological, and material perspectives. As part of this process, qualitative research (focus group interviews) was conducted with in-service and pre-service teachers, as well as with school principals. After processing the interviews, the data were analysed according to the following codes: knowledge and experience; cognitive and emotional reactions; intrinsic motivation; openness to new experiences; material resources; administrative support; social and cultural influence; and expectations for professional development. The research confirmed the researchers’ assumption regarding the need to implement the STEM approach in schools as a foundation for strengthening interest in the natural sciences. As a result of the research, it was found that, despite the scarcity of knowledge and experience, the attitude toward STEM education in schools is clearly positive. Schools recognise the importance of STEM education as a necessary condition for introducing an innovative teaching format in the modern educational environment. The research results revealed that the participants possess high motivation and readiness to implement STEM approaches in practice; however, several factors hinder this process: insufficient material and technical resources, a shortage of instructional materials, a lack of methodological and administrative support, and limited experience. Despite this, a clear openness to innovation is evident, along with a desire for collaboration with the university and for raising awareness regarding the integration of STEM education into formal education. The readiness of school principals, in-service teachers, and pre-service teachers to implement STEM represents a positive trend that requires systemic support at both the state and institutional levels.