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<p>This study examines how kindergarten teachers in Ghana perceive and use STEAM education within the competency-based curriculum, and how these perceptions relate to broader education agendas such as the Sustainable Development Goals. Semi-structured interviews were conducted with 15 KG2 teachers in Abuakwa North Municipality, representing both public and private schools. One interview transcript was excluded due to incomplete responses, leaving 14 interviews for analysis. Data were analysed thematically, guided by constructivist learning theory and teacher agency. The findings show that teachers view STEAM as a helpful way to support creativity, problem-solving, and group work in young children, but they also report challenges including limited training, large class sizes, and lack of materials. Some teachers linked STEAM to SDG 4 and SDG 9, though most had limited knowledge of global policy frameworks. The study concludes that STEAM has potential to enrich early learning in Ghana, but its success depends on teacher support, professional development, and resource provision. This research contributes new evidence from early childhood teachers in Ghana, a group underrepresented in STEAM scholarship.</p>

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Teachers’ perceptions of STEAM education within curriculum reform in Ghana, insights for global education agendas

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月19日

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  • Isaac Buabeng,
  • Bridget Amo-Darko

摘要

This study examines how kindergarten teachers in Ghana perceive and use STEAM education within the competency-based curriculum, and how these perceptions relate to broader education agendas such as the Sustainable Development Goals. Semi-structured interviews were conducted with 15 KG2 teachers in Abuakwa North Municipality, representing both public and private schools. One interview transcript was excluded due to incomplete responses, leaving 14 interviews for analysis. Data were analysed thematically, guided by constructivist learning theory and teacher agency. The findings show that teachers view STEAM as a helpful way to support creativity, problem-solving, and group work in young children, but they also report challenges including limited training, large class sizes, and lack of materials. Some teachers linked STEAM to SDG 4 and SDG 9, though most had limited knowledge of global policy frameworks. The study concludes that STEAM has potential to enrich early learning in Ghana, but its success depends on teacher support, professional development, and resource provision. This research contributes new evidence from early childhood teachers in Ghana, a group underrepresented in STEAM scholarship.