A Systematic Review of Teacher’s Perceptions and Challenges towards STEM Integrations

Abstract

Numerous changes had happened towards our education systems in order to ensure that the best systems are implemented for the students. Science, Technology, Engineering and Mathematics (STEM) are being widely used in various countries and is believed to be the best systems as for now. However, to integrate STEM, it is very important to understand teachers’ perceptions related to STEM Integration in school since teachers are the most important people that will help in delivering STEM content towards students. This study attempts to understand teachers’ perceptions and challenges experienced towards STEM integration in school by examining existing literature. Articles access from December 2015 to December 2018 across two databases Mendeley and Google Scholar were referred to. This review found that most teachers have negative perceptions towards STEM integration in school. Teachers have wrong perceptions as well towards STEM as they believe it is necessary for them to use technology for them to integrate STEM in school. Teachers also state that they experience challenges in terms of time constraints the most since integrating STEM required more time for both students and teachers to adapt well.