This study looks at how physics teachers in South Kazakhstan are incorporating STEM principles into their teaching in response to the expanding global focus on interdisciplinary learning. This study looks at how teachers think about and use STEM as a whole, practice-based approach to education instead of as a group of separate courses. The study looks at survey data from 57 schools in the area to find important trends in awareness, availability to resources, willingness to teach, and needs for professional development. The results show that teachers are excited about STEM, but the actual implementation is still unequal because there isn't enough formal training and not enough collaboration between different fields. The study also shows how regional characteristics, such as being close to industrial innovation zones and teacher preparation frameworks, affect the use of STEM models. This paper connects real-world discoveries to the bigger problem of making science teaching more modern. It makes suggestions for policy and curriculum-level strategies to include STEM in pre-service and in-service teacher training that can be used in many places.