STEAM DIEGIMO UGDYMO PROCESE IŠŠŪKIAI IR MOKYTOJŲ KOMPETENCIJŲ TOBULINIMO GALIMYBĖS

Abstract

This article investigates the opportunities for teacher competence development and the challenges that arise when implementing STEAM (Science, Technology, Engineering, Arts, and Mathematics) education methodologies in general education schools in Lithuania. The relevance of this study is grounded in contemporary transformations within the education system, which increasingly demand teachers’ ability to apply interdisciplinary teaching approaches. As STEAM education gains momentum globally and nationally, a tension emerges between the growing urgency of its integration and teachers’ readiness to apply such methods effectively due to limited competencies and insufficient access to continuous professional development. This study aims to explore how teacher training can be improved and what obstacles hinder the effective integration of STEAM in everyday teaching practice.
The central research question addressed in the article is how teachers can enhance their competencies to meet the demands of STEAM education and what structural and pedagogical barriers obstruct this process. Additionally, the study explores which strategies could facilitate overcoming these barriers. The research is based on the hypothesis that teachers who participate in at least 9 hours of STEAM-focused professional development per year are more likely to apply STEAM methodologies in their teaching than those who engage in less or no such training.
The empirical part of the article presents the results of a quantitative study involving 337 teachers from ten major municipalities in Lithuania. The sample was determined using the Paniotto formula, ensuring statistical validity with a 95% confidence level. According to data from the Lithuanian Education Management Information System (ŠVIS, 2024), there were 14,949 general education teachers in the country in 2023. A sample of 389 respondents was identified as representative; however, the final number of valid responses analyzed was 337. The target group included teachers who had experience with STEAM activities or had participated in related training. Data were collected via a structured questionnaire distributed through school administrations, educational networks, teacher communities, social media, and professional forums. The findings of the study support the hypothesis: teachers who had attended at least 9 hours of STEAM competence development courses in the past year reported significantly more frequent use of STEAM teaching methods. This correlation highlights the importance of continuous and targeted professional development as a critical factor in successfully implementing STEAM education. Moreover, the study revealed that institutional support, particularly administrative encouragement and opportunities for interdisciplinary collaboration, play a vital role in enabling teachers to apply STEAM principles in the classroom. In line with earlier studies (e.g., Andreotti & Frans, 2019; Breda et al., 2023), the results confirm that professional training enhances teachers’ capacity to adopt innovative teaching methods. Administrative backing and school-wide collaboration further support this process, as seen in similar international research (Tsybulsky & Muchnik-Rozanov, 2019; Kim, 2022). Teachers who participated in more than 9 hours of training were particularly confident in applying STEAM methods, suggesting that not only the quality but also the quantity of professional development is essential. Interestingly, the research found no significant differences in STEAM implementation based on geographical region; instead, factors such as school culture, leadership, and individual motivation appeared to influence outcomes more strongly. Private schools reported slightly higher STEAM implementation rates, although the sample size was too small to generalize. Younger teachers were found to be more open to adopting STEAM methods, while older teachers encountered more challenges – indicating the need for additional support structures and mentoring programs tailored to more experienced educators (Ortiz-Revilla et al., 2023). Digital competence emerged as a relevant facilitator (Machado et al., 2022), while the impact of other pedagogical competencies was less clear. The study also noted that traditionalist teachers, typically less inclined toward innovation, were more likely to shift their practice when engaged in meaningful professional learning. This finding reinforces the idea that thoughtfully designed professional development programs can encourage change even among initially reluctant educators (Monkevičienė et al., 2020). Furthermore, participation in training appeared to mitigate the perceived lack of administrative support (Šlekienė, 2018), pointing to a broader systemic benefit of teacher upskilling. In conclusion, the research highlights several key insights. First, teacher preparedness and institutional support are fundamental for the successful integration of STEAM education. Second, professional development should not be treated as a one-off intervention but as an ongoing process involving reflection, collaboration, and mentorship. Finally, school leadership must be actively involved in creating enabling environments for STEAM integration. The study makes two core conclusions: 1. Teacher professional development is a cornerstone of effective STEAM teaching.  This necessitates structures that foster reflection, cooperation, and mentoring. SOCIALINĖS GEROVĖS TYRIMAI 2025 m. 23(2) Mokslo darbai 153 Despite challenges such as time constraints or resistance to change, schools and policymakers must devise strategies to address and overcome these barriers. 2. The study confirms the hypothesis that at least 9 hours of annual training in STEAM significantly improves teachers’ ability to implement modern educational methodologies. Practical workshops and interdisciplinary collaboration build teacher confidence, encourage creativity, and support the efficient integration of STEAM, ultimately enhancing students’ problem-solving abilities.
This research is particularly relevant for education policymakers, school administrators, and teacher training institutions. It offers empirical evidence supporting the value of sustained, high-quality professional development as a driver for educational innovation. Moreover, it underscores the role of school culture and leadership in enabling or hindering change. Future research should expand the sample size, explore the long-term effects of training, examine the role of administration in more depth, and assess the impact of digital competence on STEAM implementation. Complementing quantitative data with qualitative insights is also recommended to develop a more comprehensive understanding of the challenges and enablers of STEAM education in diverse educational contexts.

Keywords: STEAM, teacher competencies, professional development, interdisciplinary collaboration, educational innovations.