Work

Professional Development to Inspire, Support, and Extend STEM-Related Learning

Year: 2026

Type: article

Abstract: The success of STEM education in early childhood education is reliant on the pedagogical practices of teachers. Effective teaching of STEM requires specific knowledge of the four disciplines of STEM, appropriate teaching and learning methods and relevant experiences. In Saudi Arabia the teaching of STEM is a relatively new field, and this paper outlines a research project to promote the teaching and learning of STEM through professional development workshops. The research is informed by Vygotsky's cultural-historical/socio-cultural theory, acknowledging the crucial role of social interaction and cultural context in a collaborative learning environment. To evaluate the project, a mixed methods approach was used involving the collecting, analyzing, and interpreting of quantitative and qualitative data. Surveys were conducted before and after professional development as well as semi-structured interviews. The findings indicate positive shifts in attitudes and enthusiasm among early childhood educators to teach STEM following the professional development program. However, the practical implementation remains a challenge due to the perceived lack of suitable resources, support from school leadership and the need for ongoing coaching and mentoring.

Source: Behavioral Sciences

DOI: 10.3390/bs16010127

Authors: Somayeh Ba Akhlagh, Asma Hulayyil Aljohani, Maryam Jamal Alharthi, Nahla Mahmoud Gahwaji, Nouf Mohammed Albadi, Marianne Knaus

Institutions: University of New England, Taibah University, King Abdulaziz University, Edith Cowan University

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,654