STEM AND STEAM EDUCATION IN BASIC EDUCATION: CHALLENGES AND POTENTIAL IN TEACHER TRAINING

Abstract

This research explores the implementation of STEM and STEAM approaches in primary education, analysing teachers' perceptions and the challenges inherent in their application. The aim is to understand the impact of these practices on the development of crucial skills such as critical thinking, creativity and problem-solving, and to assess how teacher training can be optimised for innovative education. The study adopts a qualitative and interpretative methodology, combining a theoretical review with a case study involving 102 participants - educators, teachers and future primary school teachers. Data was collected using a mixed survey with open and closed questions and Likert scales. Data analysis used descriptive statistics and thematic analysis, revealing, for example, that ‘articulation between curricular areas through STEAM motivates students and stimulates creativity, but requires time and greater training support from institutions’. The results indicate that despite knowledge about STEM and STEAM, their full implementation is hampered by insufficient training and traditional barriers. However, teachers who apply these methodologies promote more dynamic and interdisciplinary learning environments. It is concluded that reconfiguring teacher training is crucial to consolidating STEM and STEAM approaches, and this study contributes to the debate on curricular innovation.