Mathematics and Science Teachers’ Perceptions of Integrated STEM Education in Private Middle Schools in Lebanon

Abstract

The purpose of this study was to examine middle school mathematics and science teachers’ perceptions of I-STEM in education in private schools in Beirut and Mount Lebanon Governorates. I-STEM education calls for the integration of science, mathematics, engineering, and technology. In Lebanon, I-STEM education has not been widely adopted on the national level, and middle school teachers’ perceptions have never been researched. Using an exploratory case-study approach, teachers’ conceptualizations of I-STEM, opportunities, challenges, and recommendations were identified using a questionnaire and semi-structured interviews. The online questionnaire was emailed to 42 mathematics and science teachers at different private schools, and seven semi-structured interviews were conducted. The responses to the Likert scale items in the questionnaire were analyzed quantitatively using descriptive statistics. The responses from the two open-ended questions in the questionnaire and the interviews were analyzed qualitatively using thematic analysis. The findings of the study exhibited mixed perceptions among teachers. Teachers accentuated the importance of I-STEM education, yet they were demotivated due to various hurdles such as time restrictions, scarcity of STEM resources, and lack of a cohesive definition. Teachers illustrated some recommendations to facilitate STEM integration in Lebanon such as availability of resources, flexibility in time plans, enhancement of the curricula, accessibility to authentic assessment tools and quality professional development for teachers. Slight discrepancies emerged in perceptions between teachers at the level of the subject of expertise and the level of the curricula adopted. Science teachers expressed a slight reluctance towards I-STEM education and teachers of the Lebanese curriculum exhibited further hesitation toward I-STEM education.