Author(s)

Marwa Ali Ahmed Ali

Department of Science Education, The British University, Dubai, UAE.

Education in the STEM fields science, technology, engineering, and mathematics—is becoming increasingly acknowledged as the cornerstone of socioeconomic growth, economic competitiveness, and national growth. This qualitative study explores the STEM integration views of science and mathematics high school teachers. Their number was four teachers who possess certification as a secondary school teacher in mathematics or science, are actively engaged in teaching at the secondary school level and hold a strong belief in the implementation of curricular integration within their classroom, in an international school in Dubai. The results indicate that project-based learning (PBL) is the most common STEM integration approach. The benefits associated with PBL include increases in student engagement and motivation, as well as improvements in achievement related to group work and personalization of learning. Teacher STEM pedagogical content knowledge was identified as a useful construct in assessing teacher needs. The four significant findings are: 1) project-based learning forms the foundation of STEM integration; 2) teachers believe that there will be an improvement in achievement for those students enrolled in STEM programs; 3) field trips and partnerships represent a powerful tool in complementing PBL approaches to STEM integration; and 4) STEM integration through PBL approach requires additional time for teachers.

Project-Based Learning, Curriculum Integration, STEM

Ali, M. (2025) Science and Mathematics Teachers’ Views of STEM Integration in an International School. Open Journal of Applied Sciences, 15, 2515-2534. doi: 10.4236/ojapps.2025.158167.