Abstract:
The education systems around the world focus on developing students’ soft skills such
as critical thinking, innovative thinking, and the ability to quickly retrain. In order to prepare
professionals for the global economy, many countries of the world have adopted STEM
(science, technology, engineering, and mathematics) education as the basis for the formation
of a national curriculum (Yakman & Lee, 2012). The demand for STEM specialists is
growing, and education systems in many countries are changing approaches to attract more
potential workers to STEM-related areas (Prinsley & Johnston, 2015; Sanders, 2008; Tytler,
2020).
This study aimed to explore teachers' perceptions of implementing STEM programs in
one of the mainstream schools in Northern Kazakhstan. In addition, the factors supporting and
impeding the implementation of STEM programs were studied. A qualitative study design
was used to provide an in-depth exploration of teachers' attitudes. This approach first
identified to what extent teachers were prepared for the implementation of STEM programs,
and then explained their answers in more detail by analyzing the curricula and lesson plans.
The findings of the qualitative analysis showed that most teachers had positive beliefs
about STEM programs; only a few statements demonstrated skeptical attitudes of teachers
towards curriculum reforms. The interview findings demonstrated that teachers were poorly
satisfied with the quality of facilities and laboratories.
Keywords: STEM curriculum, curriculum reform, teachers' attitudes.