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<p>This study examines secondary school teachers’ perceptions of the integration of STEM projects in educational centres in the province of Barahona (Dominican Republic), aiming to identify the factors that influence their development and impact. Using a sequential explanatory mixed-methods approach, data were collected through a structured questionnaire administered to 84 teachers and semi-structured interviews with 31 participants. Findings reveal a generally positive attitude towards STEM, linked to its potential to contextualise learning and foster key student competencies. However, several limitations were also identified, including limited interdisciplinary training, a lack of technological resources, and insufficient institutional support. Teachers’ accounts point to a partial and uneven adoption of the STEM approach, shaped by structural and cultural barriers. The study concludes by highlighting the need for sustained professional development, collaborative strategies, and enabling organisational conditions to ensure the effective and context-sensitive integration of STEM in secondary education.</p>

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Teachers’ Perceptions on the Integration of STEM Projects in Secondary Education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月28日

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  • Yris Ysabel San Gilbert Ramos,
  • Víctor Hugo Perera Rodríguez,
  • Paulino Murillo Estepa

摘要

This study examines secondary school teachers’ perceptions of the integration of STEM projects in educational centres in the province of Barahona (Dominican Republic), aiming to identify the factors that influence their development and impact. Using a sequential explanatory mixed-methods approach, data were collected through a structured questionnaire administered to 84 teachers and semi-structured interviews with 31 participants. Findings reveal a generally positive attitude towards STEM, linked to its potential to contextualise learning and foster key student competencies. However, several limitations were also identified, including limited interdisciplinary training, a lack of technological resources, and insufficient institutional support. Teachers’ accounts point to a partial and uneven adoption of the STEM approach, shaped by structural and cultural barriers. The study concludes by highlighting the need for sustained professional development, collaborative strategies, and enabling organisational conditions to ensure the effective and context-sensitive integration of STEM in secondary education.