The Level of Awareness of Science, Mathematics & RBT Teachers in the Planning and Implementation of STEM Programs in Primary Schools

Abstract

This study emphasises how crucial it is to include STEM education in schools as a means of developing students' 21st-century competencies and equipping them for the difficulties posed by the coming 4.0 industrial revolution. The study focuses on the importance to solve the difficulties instructors encounter when implementing STEM. The study synthesises findings from research by Shahali, Ihsan Ismail, Lilia Halim, McGowen, Goh, Pauline, Matthews, Bobbie, and others using a thorough literature review methodology. This approach incorporates a variety of viewpoints and identifies potential solutions to provide a nuanced knowledge of the difficulties facing STEM education. The study's main findings highlight the variety of difficulties teachers confront, such as students' waning enthusiasm in STEM subjects, a lack of preparatory knowledge, few opportunities for training, a lack of facilities and equipment, and a widespread phenomenon known as the "End of Syllabus Syndrome." These difficulties are made worse by the administrators' lack of assistance. The report does, however, offer realistic answers to these problems, highlighting the necessity of increased awareness, thorough teacher preparation, assuring proper infrastructure, and encouraging cooperation between administrators and teachers. The results highlight STEM's beneficial effects on students' learning and highlight how it may help students reach their full potential and produce information that is useful and long-lasting. The study lays the groundwork for subsequent inquiries by highlighting the need for more research on the long-term impacts of adopted solutions on STEM education. It also emphasises how crucial it is to look at the efficacy of programmes for training teachers and how administrative assistance affects the use of STEM. Future studies should also examine how STEM is changing to reflect societal shifts and technological breakthroughs, and comparative analyses of various educational systems can reveal best practices for STEM education around the world.