Perceptions of teachers of technical-professional higher education institutions regarding the implementation of STEM (science, technology, engineering, and mathematics) approach

Abstract

This study describe the perceptions of teachers at an institution of higher vocational technical education regarding the implementation of STEM (science, technology, engineering, and mathematics) approach. It follows a quantitative, cross-sectional, and non-experimental methodology. The purposive sample consists of 55 teachers belonging to a technical training center and vocational institute in the central zone of Chile. The perceptions described include academic training, curricular adaptation, resources, infrastructure, inclusion, and organizational communication by means of a Likert scale questionnaire, designed for this purpose according to specialized literature and validated by expert judgement. The results show a favorable attitude towards the implementation of the STEM approach and show its potential to foster relevant competences in today's world. It is concluded that the effectiveness of this integration depends to a large extent on the existence of clear guidelines, training opportunities, availability of resources, and institutional leadership.