Abstract:
For the past couple of years, governments all over the world have been heavily invested
in building a qualified STEM workforce, and integrative STEM is considered by many a
way in doing so. However, a lot of ambiguity as well as gaps in this approach have been
noted as the transition towards such an approach is yet to be fully successful especially in
the Arab region. This issue persists in light of the evident lack of sufficient research on
the status of integrative STEM in this same region as well as on the STEM teachers’
attitudes towards it. This study explores the perspectives and overall experience of
elementary STEM teachers from all over the Arab world with integrative STEM in the
aim of reducing the existing gap in the literature. The findings of this study contribute to
the existing body of literature in terms of highlighting the struggles of STEM teachers
with such an approach and offering more room for improvement.
