Authors : M. Kanchebele Sinyangwe; I. Bweupe; V. Mudenda; M. Hamankolo Ngulube; B. Habazako; B. Halubanza

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/2wdzt9vf

Scribd : https://tinyurl.com/kepjv3nx

DOI : https://doi.org/10.38124/ijisrt/26apr1380

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Science, Technology, Engineering, and Mathematics (STEM) education has become a major policy priority globally because of its recognised contribution to innovation, technological adaptation, workforce development, and longterm economic competitiveness. Although existing scholarship has concentrated on school-level teachers, limited empirical attention has been given to teacher educators who prepare future teachers and whose pedagogical orientations strongly influence educational reform. This study examined how teacher educators in selected public higher education institutions in Zambia conceptualise integrated STEM education, how they report applying STEM-related pedagogies, and which institutional conditions shape implementation readiness. A qualitative multi-case study design was employed across four purposively selected teacher education institutions involving thirty STEM-related teacher educators. Data were generated through open-ended questionnaires, semi-structured interviews, and focus group discussions, and analysed using thematic analysis. The findings show that while participants widely recognised the strategic importance of STEM education, conceptual understanding remained uneven and frequently fragmented. STEM was commonly interpreted through selected pedagogical attributes such as student-centred learning, critical thinking, practical engagement, self-directed learning, and interdisciplinary teaching, yet few participants demonstrated a coherent understanding of STEM as a fully integrated instructional framework. Pedagogically, lecturers reported occasional use of exploratory problem solving, project-based tasks, real-life applications, and hands-on activities, but no sustained evidence of interdisciplinary artefact production or structured STEM design was identified across study sites. Major constraints included limited formal pedagogical knowledge of STEM, weak institutional collaboration, and persistent disciplinary teaching structures, while lecturer willingness to learn emerged as an important enabling condition. The study concludes that teacher educator readiness represents the critical missing institutional layer in Zambia’s STEM reform architecture and recommends development of a harmonised teacher education framework aligned with competence-based education policy to guide interdisciplinary STEM implementation.

Keywords : STEM Education, Teacher Educators, STEM, Pedagogical Practice, Higher Education, Zambia.

References :

1. Adler, R. H. (2022). Trustworthiness in qualitative research. Journal of human lactation, 38(4), 598-602.
2. AlAli, R., & Yousef, W. (2024). Enhancing student motivation and achievement in science classrooms through STEM education. STEM Education, 4(3), 183-198.
3. Anthony, K., Miller-Day, M., Dupuy, M., Ventura, J., Hodges, A. L., Alonso-Pecora, D., & Dimas, H. (2025). Is there really a difference? A comparison of in-person and online qualitative interviews. International Journal of Qualitative Methods, 24, 16094069251349580.
4. Biasutti, M., & EL-Deghaidy, H. (2014). Interdisciplinary project-based learning: An online wiki experience in teacher education. Technology Pedagogy and Education, 24(3), 1-17.doi:10.1080/1475939X.2014.899510
5. Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The clearing house, 83(2), 39-43.
6. Berry, A., Carpendale, J., & Mulhall, P. (2025). Understanding secondary inservice teachers’ perceptions and practices of implementing integrated STEM education. Education Sciences, 15(2), 255.
7. Braun, V., & Clarke, V. (2021). Thematic Analysis: A Practical Guide. SAGE Publications.
8. Brinkmann, S., & Kvale, S. (2018). Doing Interviews (2nd ed.). SAGE Publications.
9. Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and engineering teacher, 70(1), 30.
10. Chirinda, B., Sunzuma, G., & Muredzi, P. (2025). STEM Education in Poverty. Springer Nature.
11. Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design (4th ed.). SAGE Publications.
12. Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
13. Darling-Hammond, L., Hyler, M. E., Wojcikiewicz, S., & Rushing, J. (2025). Design Principles for Teacher Preparation: Enacting the Science of Learning and Development. Learning Policy Institute.
14. Dare, E. A., Ring-Whalen, E. A., & Roehrig, G. H. (2019). Creating a continuum of STEM models: Exploring how K-12 science teachers conceptualize STEM education. International Journal of Science Education, 41(12), 1701-1720.
15. Dare, E. A., Keratithamkul, K., Hiwatig, B. M., & Li, F. (2021). Beyond content: The role of STEM disciplines, real-world problems, 21st century skills, and STEM careers within science teachers’ conceptions of integrated STEM education. Education Sciences, 11(11), 737.
16. Dieker, L. A., Butler, M. B., Ortiz, E., & Gao, S. (2021). Reflecting upon 30 years of STEM partnerships between industry, university, and public schools: Past lessons, current successes, and future dreams. Education Sciences, 11(12), 760.
17. Dubek, M., Rickey, N., & DeLuca, C. (2024). Balancing disciplinary and integrated learning: How exemplary STEM teachers negotiate tensions of practice. School Science and Mathematics, 124(4), 249-265.
18. El-Deghaidy, H., & Mansour, N. (2015). Science teachers' perceptions of STEM education: Possibilities and challenges. International Journal of Learning and Teaching, 1(1), 51-54.
19. Geampana, A., & Perrotta, M. (2025). Using interview excerpts to facilitate focus group discussion. Qualitative Research, 25(1), 130-146.
20. Gunawan, J. (2015). Ensuring trustworthiness in qualitative research. Belitung nursing journal, 1(1), 10-11.
21. Haamasama, C. (2025). Insights into the implementation of stem education: a study of a selected stem school in Lusaka district (Doctoral dissertation, The University of Zambia).
22. Hoa, H. Q. (2025). Integrating design thinking into STEM education: Enhancing problem-solving skills of high school students. Eurasia Journal of Mathematics, Science and Technology Education, 21(4), em2611.
23. Ismail, Z. (2018). Benefits of STEM Education. K4D Helpdesk Report. Birmingham, UK: International Development Department
24. Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM education, 3(1), 11.
25. Kothari, C. R. and Garg G (2004). Research methodology: Methods and techniques. New Dehli: New Age International.
26. Kushnir, I. (2025). Thematic analysis in the area of education: a practical guide. Cogent education, 12(1), 2471645.
27. Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020). Research and trends in STEM education: A systematic review of journal publications. International journal of STEM education, 7(1), 11.
28. Liu, J., Aziku, M., Qiang, F., & Zhang, B. (2024). Leveraging professional learning communities in linking digital professional development and instructional integration: Evidence from 16,072 STEM teachers. International Journal of STEM Education, 11(56). https://doi.org/10.1186/s40594-024-00513-3
29. Lowrie, T., Leonard, S., & Fitzgerald, R. (2018). STEM practices: A translational framework for large-scale STEM education design. Educational Design Research, 2(1), 1-20.
30. Maambo, C. M. (2023). Key Stakeholders' Perceptions of STEM Education in Zambia: A Mixed Methods Inquiry (Doctoral dissertation, Loyola University Chicago).
31. Magasu, O., Mutale, P., & Gondwe, C. (2022). Implementation of STEM education in the Zambian education system: A failed project. International Journal of Arts, Humanities and Social Studies, 4(3), 133–138.
32. Minsitry of Education-MOE(2023).  Zambia Education Curriculum Framework. Lusaka.
33. Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: A systematic literature review. International Journal of STEM education, 6(1), 2. Teachers’ perception of STEM integration and education: a systematic literature review | International Journal of STEM Education | Springer Nature Link
34. Moore, T. J. (2010). CAREER: Implementing K-12 engineering standards through STEM integration. EEC, 1055382.
35. Morgan, D. L. (2018). Basic and advanced focus groups. Sage Publications.
36. National Science Centre-NSC (2020). Assessment of STEM Education Implementation in STEM in Secondary Schools.  asiz (2).pdf
37. NSC (2018). Concept Note on Technical schools. Lusaka, Zambia.
38. Ong,  Y. S., Koh, J., Tan, A. L., & Ng, Y. S. (2024). Developing an integrated STEM classroom observation protocol using the productive disciplinary engagement framework. Research in Science Education, 54(1), 101-118.
39. Ortiz-Revilla, J., Greca, I. M., & Arriassecq, I. (2022). A theoretical framework for integrated STEM education. Science & Education, 31(2), 383-404.
40. Portillo-Blanco, A., Deprez, H., De Cock, M., Guisasola, J., & Zuza, K. (2024). A systematic literature review of integrated STEM education: Uncovering consensus and diversity in principles and characteristics. Education Sciences, 14(9), 1028.
41. Roehrig, G. H., Dare, E. A., Ellis, J. A., & Ring-Whalen, E. (2021). Beyond the basics: A detailed conceptual framework of integrated STEM. Disciplinary and Interdisciplinary Science Education Research, 3(1), 11.
42. Ruggiero, A. (2022). Teacher Perceptions of STEM Curriculum Integration and Application: A Qualitative Study.
43. Rajasulochana, T., & Kamaraj, M. (2025). Mathematical Pedagogy Models for STEM Learners in Multidisciplinary Education. Applied Mathematics in Integrative Research: Quantitative and Computational Approaches, 180.
44. Sakala, C. N., & Banda, B. (2025).  STEMming the Tide: A New Era of Possibilities in Zambia’s STEM Education Policy. SMASE-AFRICA, 180.
45. Shernoff, D. J., Sinha, S., Bressler, D. M., & Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. International journal of STEM education, 4(1), 13.
46. Sjöström, B., & Dahlgren, L. O. (2002). Applying phenomenography in nursing research. Journal of advanced nursing, 40(3), 339-345.
47. Sun, B., Du, Y., Yao, Z., & Rauduvaitė, A. (2025). Exploring the Impact of Resistance to AI, Cultural Openness and Collaboration on STEM Teachers' Professional Development: A Structural Equation Modelling Study. European Journal of Education, 60(4), e70311.
48. Thibaut, L., Ceuppens, S., De Loof, H., De Meester, J., Goovaerts, L., Struyf, A., ... & Depaepe, F. (2018). Integrated STEM education: A systematic review of instructional practices in secondary education. European Journal of STEM Education, 3(1), 2.
49. Talib, S., Alias, B. S., Matore, M. E. E. M., & Abdullah, A. H. (2025). Empowering STEM education through the role of principals: a systematic literature review. Journal of Education and Learning (EduLearn), 19(1), 570-578.
50. Wahid, N. T. A., & Talib, O. (2017). STEM integration in classroom practices among Mara Junior Science College (MJSC) biology teachers. International Journal of Academic Research in Business and Social Sciences, 7(4), 2222-6990.
51. Wang, H. H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), 2.
52. Wren, H., Hetherington, L., Chappell, K., O’Kane, E., Sotiriou, M., Quacinella, D., ... & Duca, E. (2025). Conceptualising and exploring creative pedagogies and design thinking in transdisciplinary STEAM higher education courses. Research Papers in Education, 40(5), 742-771.
53. Wells, J. G. (2016). PIRPOSAL model of integrative STEM education: Conceptual and pedagogical framework for classroom implementation.
54. Yin, R. K. (2018). Case Study Research and Applications. SAGE Publications.