Factors affecting the implementation of STEAM education among primary school teachers in various countries and Vietnamese educators: comparative analysis

ABSTRACT

STEAM education, recognised as an innovative model with wide-ranging benefits for students, can be challenging for teachers to implement, impacting their readiness. This study delves into the international experiences related to the preparedness of educators to implement STEAM education at the elementary level, drawing insights from 477 primary school teachers across 30 Vietnamese provinces. Utilising direct and online questionnaires, data was analyzed using linear structural equation modelling. The findings offer valuable insights into the effectiveness of STEAM education, particularly in elementary schools. Additionally, the research explores factors influencing STEAM education implementation in Vietnam, contributing to the global academic community and identifying elements impacting the global trend toward STEM/STEAM education. This study's comprehensive approach sheds light on the challenges faced by teachers and aims to enhance the knowledge base, making a significant contribution to the discourse on STEAM education.

KEYWORDS:

• PLS-SEM
• primary teacher
• STEAM education
• willingness

Acknowledgments

The authors thank the enthusiastic support of the Faculty of Primary and Preschool Education, Haiphong University, the Faculty of Technology Education, Hanoi National University, and the Faculty of Physics, Hochiminh University of Education.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

Thanh-Trung Ta was funded by the Master, Ph.D. Scholarship Programme of Vingroup Innovation Foundation (VINIF), code VINIF.2022.ThS.097.